DOCSLIB.ORG

Dialogue in Participatory Design

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dialogue in Participatory Design Design Research Society DRS Digital Library DRS Biennial Conference Series DRS2002 - Common Ground Sep 5th, 12:00 AM Dialogue in participatory design R. Luck School of Construction Management, University of Reading, UK Follow this and additional works at: https://dl.designresearchsociety.org/drs-conference-papers Citation Luck, R. (2002) Dialogue in participatory design, in Durling, D. and Shackleton, J. (eds.), Common Ground - DRS International Conference 2002, 5-7 September, London, United Kingdom. https://dl.designresearchsociety.org/drs-conference-papers/drs2002/researchpapers/52 This Research Paper is brought to you for free and open access by the Conference Proceedings at DRS Digital Library. It has been accepted for inclusion in DRS Biennial Conference Series by an authorized administrator of DRS Digital Library. For more information, please contact [email protected]. Dialogue in participatory design R. Luck School of Construction Management, University of Reading, UK Abstract The study of participatory design has been an active research field for several decades (Cross 1971; Sanoff 1973) an acknowledgement that direct involvement in the design and decision making of physical environments has a positive influence and that there is continued value, new insight and knowledge from its investigation. During this time there has been a maturation of the subject and subtle shifts in the field: recognising participatory design as a process with many approaches and techniques, rather than a particular research method and the flexibility of participatory methodologies. Sanoff's (2000) continued involvement and development of the field have shown that participatory design techniques can be used for different scales of project, different units for analysis, to design and develop communities as well as individual buildings. Sanoff's (1988) extensive research in this area stems from the methodological concept of action research (Lewin 1946) which integrates theory and practice. In this way the diversity of views expressed by people during the design decision-making process can influence the final outcome of a project. The democratic principle underpinning participatory design is demonstrated through the involvement of different users during design dialogues and their potential equal contribution to the design outcomes. The egalitarian, non-discriminatory principles of participatory design are common with an 'inclusive' approach for the design of environments: which should not discriminate on accessibility. This paper will draw on interview data gathered during conversations between an architect and the users of a future building to comment on the language used during the design dialogues and its effect on a participatory design process. Durling D. & Shackleton J. (Eds.) Common Ground : Design Research Society International Conference 2002, UK. ISBN 1-904133-11-8 1 Dialogue in participatory design Introduction This paper draws on current research using data gathered from interviews to comment on the dialogue between the architect and building user early in the design process and how user needs and preferences can be part of that process. These data are used to illustrate some of the themes that emerge from the architect-user conversations that are part of the briefing process and questions whether participatory design approaches have potential to enrich the dialogue and the exchange of information between the architect and building user. Participatory design research, originating in 1960s, has evolved progressively, expanding beyond the design of a single building to the design of communities; the dwellings as well as engaging the people of the community in the process. In this way participatory design is more than a collection of design methods to influence the built form, it also has a human dimension and can engage the people who form the community in the process. The participatory design approaches are considered to reflect design as a social process, illustrating that the sphere of the design activity extends beyond the designer. As part of a participatory design workshop the people who attend are part of the social process of design and play an active part in the issue/problem raising, discussion and decision making processes that are part of the early design stage of a project. The people who are commonly known as the 'users' are active participants in the design process and the boundary between 'designer' and 'user' becomes blurred. This has similarities with Hill's (1998) research that recognises that a building user's presence in a space will change the properties of that space; making their own alterations, decoration and through the act of occupation they change the space. He acknowledges that through occupation the user is designing space. This position challenges the finality of the design process as well as the role of the 'architect'. He explores this concept further; playing with the legal definition of an architect, he introduces an 'illegal architect' into the picture, a non-architect designing space. Returning to Professor Sanoff's work, his position as a frontrunner in participatory design (PD) is recognised (Teymur 2002) because of his continued application and refinement of PD methods. He clearly grounds the methodological basis for participatory design in the action research methods of Lewin, (1946) where the engagement of the test participants (I'm consciously avoiding the term test subjects as the approach belongs to the interpretive, not functionalist paradigm) allows new knowledge to be created. The process is iterative and knowledge and understanding emerge as a consequence of the verbal exchange of ideas, the social process that is critical during the early concept, pre-briefing stages of design. There are two main reasons for considering the application of Sanoff's PD methods to a current project; firstly because the study focuses on the iterative, verbal exchange of design ideas and secondly, digging deeper, because of the underpinning philosophy of PD. Sanoff's work clearly articulates that PD methods form part of the broad democratic philosophy of participation of people in decision-making processes, politics etc. This aspect is of particular interest to the project described as it parallels the principles of participation advocated by disability theorists (Finkelstein 1993) that people with disabilities should be in an empowered consultative position in more aspects of their lives, the design of environments being a key area of concern. The social model of disability view, that environments disable people and that some consultative processes are placatory not emancipatory (Imrie 1999) are part of this argument and discussed within (Luck 2000). Durling D. & Shackleton J. (Eds.) Common Ground : Design Research Society International Conference 2002, UK. ISBN 1-904133-11-8 2 The project briefing and data collection process The project described within this paper uses interview data gathered from people with a range of disabilities to illustrate the themes discussed and the range of ideas exchanged verbally during the early design stage. The project is a multi-functional building at the University of Reading, being designed following inclusive design principles, where the accessibility, use and experience of the building should not be influenced by a persons' abilities. The project is described more fully within Luck et. al. (2001) and the method for gathering interview data based on (Taylor 1999). The interviews were conducted with future building users as part of the briefing process, to develop a written project brief and to understand their user's wants, needs and expectations from the building. The number of people interviewed was small, just six. Amongst this user group people with a range of disabilities; two people with hearing impairments, one person with mobility impairment, a wheelchair user and a visually impaired person were interviewed. Two others, with no impairments, were also interviewed as they interact with a range of people with disabilities. The design of the briefing process was considered in detail; the aide memoire prompts used to gather user need information, the structure to the decision-making process for filtering process the ideas generated from the interview consultation process and how these would be taken forward within the written brief. The briefing process had distinct stages and the findings from one stage feed into the next. The stages were; semi-structured interviews - for gathering data, the feasibility study - producing a document with the views of all the people consulted (there were conflicting ideas and suggestions within this document) using this in the third Steering Committee stage - to discuss which ideas would be taken forward when preparing the written brief. Documenting the process meant that a decision could be reviewed and revisited at a later stage. In this way the briefing procedures reflected an iterative decision-making process (as occurred in reality) rather than a post-hoc, smooth sequential process. The method used for the briefing design stage has been discussed in more detail within (Luck, Haenlein et al. 2001). Other advantages of this approach were that the briefing process was informed by the needs of actual building users rather than generalisations from a non-representative group and that the architect wasn't designing on behalf of people with needs beyond their own experience. This fits with the emancipatory, participatory
Load more

Recommended publications
  • The Dilemma of Education in Participatory Design: the Marketplace Value Vs
    Session 1725 The Dilemma of Education in Participatory Design: The Marketplace Value vs. Community Value Kun-Jung Hsu Department of Construction Technology Leader University, Taiwan. Abstract The concept of “participatory planning/design” has gradually become one of the main themes in professional design and social science. However, because behavioral patterns in space design are closely related to the values of the designers concerned, the pursuit and construction of a good place is a basic and normative proposition in the proceeding of planning and design. This paper explores the dilemma of education in participatory design and reveals the contradiction between marketplace values and community values in practice. Also, this paper utilizes the production possibility curve and the choice theory of demand side to analyze the concept, value judgment, decision-making, and constraints of planning/design behavior. Introduction The ideal of advocacy planning first proposed by Davidoff in the mid 1960’s. The professional planners and designers who support this view vow to make planning for the needs of the disadvantaged groups and persons their top priority. They jointly opposed urban redevelopment policy propelled by bulldozers, and advocated the development of participatory planning methods through democratic processes. The normative discourse proposes that public space planning and design be regarded as requiring direct public participation in the decision-making processes in formulating public space. Environment-Behavior study (E-B study) adopts problem-oriented approaches that emphasize the need for interaction between design and research [6]. Following the development of E-B Study, the normative viewpoint of participatory planning and design has gradually become one of the main themes in professional design and social science [3, 7, 8].
    [Show full text]
  • Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs
    Journal of Learning Spaces Volume 7, Number 2. 2018 ISSN 21586195 Participatory Design of Classrooms: Infrastructuring Education Reform in K‐12 Personalized Learning Programs Julie M. Kallio University of Wisconsin ‐ Madison The redesign of the physical spaces of classrooms and schools has become a prominent feature in many K‐12, personalized learning schools, though it is often dismissed as a peripheral aspect of change. Through observations and interviews at four public schools, I examine the affordances of these new spaces and the narrative of their design. I situate these spaces‐turned‐places as pedagogical artifacts in a participatory design process to examine how educators and students create functional and meaningful learning spaces. Reframing the physical spaces in this way suggests how the spaces may be supporting the sustainability of the reform. In an ongoing inquiry into personalized learning (PL) educational reform that redesigns school systems to support reforms in urban, suburban, and rural districts, I heard student‐centered, agency‐based models of learning educators and students speak at length, often unprompted, (Rickabaugh, 2016). PL draws on progressive ideas of about the ways they had modified their classrooms and engaging students as agents in their own learning with the buildings, from knocking down walls to adding sofa chairs support of digital technologies (Patrick, Kennedy, & Powell, and lamps (Author, et al., 2015). To them, their physical 2013). Educators often use the phrase “voice and choice” as spaces held meaning toward their efforts of transform what two strategies of engaging students as agents in their teaching and learning looks like in their schools.
    [Show full text]
  • Environmental Justice + Landscape Architecture: a Student's Guide
    ENVIRONMENTAL JUSTICE LANDSCAPE ARCHITECTURE a students’ guide This guide was written by three masters of landscape architecture students who wanted to learn more about how landscape architecture can promote social justice and equity through design. In 2016 we became the student representatives for the ASLA's Environmental Justice Professional Practice Network so we could better connect the important work of professionals, academics, and activists working towards environmental justice with students. This guide is a response to our own desires to educate ourselves about environmental justice and share what we learned. It is a starting-off place for students - a compendium of resources, conversations, case studies, and activities students can work though and apply to their studio projects. It is a continuously evolving project and we invite you to get in touch to give us feedback, ask questions, and give us ideas for this guide. We are: Kari Spiegelhalter Cornell University Masters of Landscape Architecture 2018 [email protected] Tess Ruswick Cornell University Masters of Landscape Architecture 2018 [email protected] Patricia Noto Rhode Island School of Design Masters of Landscape Architecture 2018 [email protected] We have a long list of people to thank who helped us seek resources, gave advice, feedback and support as this guide was written. We'd like to give a huge thank you to: The ASLA Environmental Justice Professional Practice Network for helping us get this project off the ground, especially Erin McDonald, Matt Romero, Julie Stevens,
    [Show full text]
  • A Framework for Organizing the Tools and Techniques of Participatory Design
    A Framework for Organizing the Tools and Techniques of Participatory Design Elizabeth B.-N. Sanders, Eva Brandt* and Thomas Binder* MakeTools, LLC The Danish Center For Design Research* 183 Oakland Park Ave. The Danish Design School Columbus OH 43214 Copenhagen, Denmark [email protected] [email protected] [email protected] ABSTRACT Participatory design practices have developed The field of Participatory Design (PD) has grown rapidly significantly since the pioneering work of the 80’s over the last 20 to 30 years. For more than two decades reported in, for example, Greenbaum and Kyng (1991) non-designers have been increasingly involved in various and Schuler and Namioka (1993). Where the early work design activities through a large number of participatory was mainly conducted by researchers and was guided by design projects all over the world. The project aims in PD attempts to open up the design of ICT systems to the have developed from being mainly about ICT participation of future users, participatory design today development to today include, for instance, space design, spans across a broad spectrum of domains and makes use product development, industrial design, architecture, of a broad repertoire of tools and techniques in both service- and transformation design. As every project is commercial, community oriented and research contexts. unique, it is necessary to decide which design The tools and techniques have different origins and have approach(es), methods, tools and techniques to use in a been developed for different purposes. In the tradition of specific project. Thus many practices for how to involve Scandinavian systems design there has been a strong people in designing have been used and developed during emphasis on the cooperative aspect of participatory the years.
    [Show full text]
  • Designing for Cultural Diversity: Participatory Design, Immigrant Women and Shared Creativity
    Design Research Society DRS Digital Library DRS Biennial Conference Series DRS2010 - Design and Complexity Jul 7th, 12:00 AM Designing for Cultural Diversity: Participatory Design, Immigrant Women and Shared Creativity Naureen Mumtaz University of Alberta, Canada Follow this and additional works at: https://dl.designresearchsociety.org/drs-conference-papers Citation Mumtaz, N. (2010) Designing for Cultural Diversity: Participatory Design, Immigrant Women and Shared Creativity, in Durling, D., Bousbaci, R., Chen, L, Gauthier, P., Poldma, T., Roworth-Stokes, S. and Stolterman, E (eds.), Design and Complexity - DRS International Conference 2010, 7-9 July, Montreal, Canada. https://dl.designresearchsociety.org/drs-conference-papers/drs2010/researchpapers/91 This Research Paper is brought to you for free and open access by the Conference Proceedings at DRS Digital Library. It has been accepted for inclusion in DRS Biennial Conference Series by an authorized administrator of DRS Digital Library. For more information, please contact [email protected]. Designing for Cultural Diversity: Participatory Design, Immigrant Women and Shared Creativity ________________________________________________________________ Naureen Mumtaz, University of Alberta, e-mail: [email protected] Abstract Immigration and multiculturalism are realities of the globalized world that has given rise to subcultures, which possess specialized knowledge and language that is not shared by the main culture. This increasing interaction among people from diverse cultures has produced a complex ethno-cultural mosaic that presents formidable challenges for visual communication designers’ as well to other designers. Complexity has always been part of human environments that comprises of mutually dependent social relations. Cultural diversity of designers and audience of messages in a design scenario brings complexity in the design research process.
    [Show full text]
  • Participatory Design (Originally Known As 'Co-Operative Design') Is an Approach to Design That Attempts to Actively Involve All Stakeholders (E.G
    Brownfields in the Classroom: Partnering with your Local University LANDCAPE ARCHITECTURE PERSPECTIVES Peter Butler Assistant Professor of Landscape Architecture Davis College of Agriculture, Natural Resources and Design West Virginia University Definition and Engaged Scholarship Participatory design (originally known as 'Co-operative Design') is an approach to design that attempts to actively involve all stakeholders (e.g. employees, partners, customers, citizens, end users) in the design process to help ensure that the product designed meets their needs and is usable. The term is used in a variety of fields e.g. software design, urban design, architecture, landscape architecture, product design, sustainability, project design, planning or even medicine as a way of creating environments that are more responsive and appropriate to their inhabitants' and users' cultural, emotional, spiritual and practical needs. The key attribute of participatory design is that it is a process which allows multiple voices to be heard and involved in the design, resulting in outcomes which suit a wider range of users. history- characteristics A defined methodology and systematic learning process. Multiple perspectives, diversity. Group learning process: interaction and analysis. Context specific. Facilitating experts and stakeholders. Leading to change. history-- Measuring Success Ladder of Citizen Participation (Arnstein 1969) Citizen Control Delegated Power Partnership Placation Consultation Informing Therapy Manipulation PAST EXPERIENCES: THREE MODELS Community: Ronceverte, WV- Jacob Bennett 2012 Focus of project: To revitalize Bendix Building and create community connectivity Community: 5th Ward- Wheeling, WV. Ben Stout, Josh Smith, Eric Holly 2012 Focus of project: To revitalize waterfront and industrial district Community: Beaumont Glass Site in Morgantown, WV. Sustainable Urban Redevelopment through Interpretive Design, Brownfield Reclamation and Mixed Uses.
    [Show full text]
  • Participatory Design Who Could Participate? Why Involve Many
    Participatory Design Who could participate? “emphasizes a tradition of user participation in decisions related to computing systems that have an impact on their work-lives” • Who has a stake in the user interface design? • Who is affected by the user interface development? • sometimes referred to as cooperative design • developed in Scandanivia during the 1980’s – based on the notion of a democratic workplace • Aims: – improve the quality of the system – increase productivity and usability of the system – increase the level of user-satisfaction Why involve many stakeholders? Spectrum of Involvement • Diverse expertise • better product None Total • distributed ownership & buy-in • greater satisfaction and confidence • mutual education consultative – help all stakeholders appreciate the design tradeoffs (interview) • why not? representative compromise consensus (PD) Participatory design advantages Participatory design disadvantages • Users are excellent at reacting to suggested systems • requires a democratic workplace – designs must be concrete and visible – there is a big difference between making suggestions and making decisions – company cultures • users bring important knowledge of the work context • hard to get a good pool of end-users – knowledge may be otherwise inaccessible to the design team – expensive, reluctance …. • Different backgrounds, cultures, expertise, etc. • greater buy-in for the system - better results – users are not expert designers – developers find it easier to use existing code – speak in different languages
    [Show full text]
  • PARTICIPATORY LANDSCAPE DESIGN with URBAN MINORITY TEENS: BUILDING COLLECTIVE EFFICACY for LANDSCAPE STEWARDSHIP By
    PARTICIPATORY LANDSCAPE DESIGN WITH URBAN MINORITY TEENS: BUILDING COLLECTIVE EFFICACY FOR LANDSCAPE STEWARDSHIP by M’Lis Bartlett A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Landscape Architecture) in the University of Michigan 2015 Doctoral Committee: Associate Professor MaryCarol R. Hunter, Co- Chair Professor Dorceta E. Taylor, Co-Chair Associate Professor Donald Freeman Professor Robert E. Grese © M’Lis Bartlett ______________________ All rights reserved 2015 DEDICATION For Dad 1938-2015 Who loved people and nature. ii ACKNOWLEDGMENTS I am deeply appreciative of the thoughtful support of the many people who have supported my journey on the path to completing this dissertation. In particular I am very grateful to my committee, MaryCarol Hunter, Dorceta Taylor, Bob Grese and Donald Freeman for their caring and critical guidance. It was through their support that I was able not only to complete a study of collective efficacy for landscape stewardship but I was able to do so in context of an on-the-ground project, creating a new school yard with the teens of Beecher, 9th Grade Academy. Thank you MaryCarol for the rigorous, thoughtful reflections, insights and conversations that wound around the data, the art of science, the profession of landscape architecture back again. I appreciate the push to keep going, to get it clear and to get it right. Dorceta I appreciate your keen use an environmental justice lens to approach this work - it is clear to me that environmental justice should be a part of every planning and design program. And thank you for the personal encouragement in times of discouragement and frustration.
    [Show full text]
  • Ijass-2014-4(12)-1191-1201.Pdf
    International Journal of Asian Social Science, 2014, 4(12): 1191-1201 International Journal of Asian Social Science ISSN(e): 2224-4441/ISSN(p): 2226-5139 journal homepage: http://www.aessweb.com/journals/5007 THE RULE OF PUBLIC PARTICIPATION IN SUSTAINABLE DESIGN PROCESS 1 2† Vida Norouz Borazjani --- Mahmoud Abedi 1, 2 Department of Architecture, Faculty of Arts and Architecture, Central Tehran Branch, Islamic Azad University, Tehran, Iran ABSTRACT In this article, we looked at a certain gap in the design process, namely, the question of how to participate users in the design process, analysis, synthesis and evaluation should be done. We have shown that Quality Function Deployment tool exists that deals with this question. Our paper attempts to challenge the process because of the importance of this question for the successful implementation of the design process and as a result, the design and planning for sustainability. The research question: Citizen Participation in what stage of the design process should be done? Qualitative Research Method is adopted in this paper which being supported by depth interview technique with questionnaire. The success of design clearly depends on the relationship between the design and the participation in three stages of design process. Many landscapes designed for further use to customers where as this research suggests that the introduction of participation into design can lead to a universal process without a loss of creativity or synthesis. © 2014 AESS Publications. All Rights Reserved. Keywords: Participation, Design process, Sustainability. Contribution/ Originality This paper is to propose a systematic guideline to find participant requirements on the relationship between the design and the participation in three stages of design process.
    [Show full text]
  • Co-Creation and Architecture: a Participatory Approach to Studio Pedagogy Bradley Wicks Iowa State University
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2018 Co-creation and architecture: a participatory approach to studio pedagogy Bradley Wicks Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Art and Design Commons Recommended Citation Wicks, Bradley, "Co-creation and architecture: a participatory approach to studio pedagogy" (2018). Graduate Theses and Dissertations. 17357. https://lib.dr.iastate.edu/etd/17357 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Co-creation and architecture: a participatory approach to studio pedagogy by Brad Wicks A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF ARTS Major: Industrial Design Program of Study Committee: Tejas Dhadphale, Major Professor Verena Paepcke-Hjeltness Rob Whitehead Iowa State University Ames, Iowa 2018 ii TABLE OF CONTENTS Page ABSTRACT .....................................................................................................................................v CHAPTER 1. INTRODUCTION ....................................................................................................1 Background ..............................................................................................................................
    [Show full text]
  • Using Participatory Design to Build & Enhance Community Gardens
    Using Participatory Design to Build & Enhance Community Gardens ABBEY PINER, MHS PARTICIATORY DESIGNER + PERMACULTURE DESIGNER A little about me Public Health. Common Good City Farm. Community Food Projects. Urban Agriculture. NCSU Masters Horticulture/Engaged Design. St. Philips Garden. SEEDS Garden. CEFS. A little about you. How many currently run or participate in community gardens? How many are working on starting/planning for a community garden? How many have participated in an engaged design process before? What are some words or phrases to describe the process? What is participatory design? an approach Participatory Design to design attempting to actively involve all stakeholders Engaged Design (e.g. employees, partners, customers, citizens, end users) in Community Engaged Design the design process in order to help ensure the product Community Participatory Design designed meets their needs and is usable. What makes engaged design different? TRADITIONAL APPROACH PARTICIPATORY APPROACH GOAL Suits the needs and wants of a client Incorporates the interests and concerns of all affected stakeholders Designer has autonomy and ultimate decision- Stakeholder participation in the decision-making PROCESS making authority within the bounds of the process throughout to assist designers in being needs identified responsive to collective concerns and suggestions A design that is beautiful, functional, and Participants invested in the implementation and EXPECTED meets the client’s needs the future use of the re-designed space RESULTS What makes engaged design different? PARTICIPATORY APPROACH When to use engaged design? TRADITIONAL APPROACH PARTICIPATORY APPROACH RequiresGoal: Create an ability a design to hear that whatsuits thethe clientneeds and A public or communal space. needswants and of the wants.
    [Show full text]
  • Using Participatory Design to Develop a Social Robot to Measure Teen Stress
    Designing for engagement: Using participatory design to develop a social robot to measure teen stress Emma J. Rose Elin A. Björling University of Washington Tacoma University of Washington Tacoma, WA Sea!lee, WA USA USA [email protected] [email protected] ABSTRACT technologies [51, 75, 81], researchers and designers need to consider how to design for engagement between people and While scholars in technical communication have examined on things [5]. As such, the methods, tools and approaches of UX theoretical concerns of post humanism, less work has focused on researchers and professionals need to take into account a wider designing for engaging experiences between humans and non- variety of factors and actors to attend to in the design process human agents like robots. In this research article, we present [61]. findings from a project investigating the possibility of designing Although the SIGDOC community has focused on designing a social robot to help measure teen stress. To explore design communication across a variety of domains, little work has possibilities, we conducted a series of participatory design specifically ventured into how to design interactions with social sessions with teens to envision the design of a social robot to robots. Studying how to design the interactions between humans measures stress. The findings from the study include how teens and robots is seen as qualitatively different from the field of react to existing robots, how teens conceptualize robots that human-computer interaction and therefore has spawned the sub might live in their schools through storyboarding and group field of human-robot interaction [26]. Scholars in technical discussion, and reactions to an emerging design of a low fidelity communication have considered the impact of theoretical robot.
    [Show full text]