Participatory Design of People-Centered Cities Mapping of Scientific Research and Relevant Theories, Scientists and Actors
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Pieter De Vos, Phd [email protected]
2020-01-16 Introduction and Basics of SYSTEMIC DESIGN December 10, 2019 Pieter de Vos, PhD [email protected] www.pieterdevos.ca 1 IDEO Design Thinking 2 1 2020-01-16 3 IDEO Design Thinking Diverge Converge Create Make Choices Choices Convergence represents an emerging understanding of the challenge. 4 2 2020-01-16 Systems Thinking + Design Thinking = Systems Design Thinking Thinking Systemic Design [CoLab 2016] 5 From Strat Planning… To Systemic Design Traditional Strategic Planning Systemic Design One answer Multiple Related Answers Finding Problems/Solutions Finding Meaning, Root Causes, and Insights Analysis Analysis + Synthesis Simplifying for Understanding Embracing Complexity for Shared Understanding [CoLab 2016] 6 3 2020-01-16 (Very) Low CHAOTIC No cause-effect relationships perceivable act-sense-respond [novel practice] “Ready, fire, aim” COMPLEX The relationship between cause-effect can only be perceived in retrospect of the systems in play probe-sense-respond [emergent practice] COMPLICATED The relationship between cause-effect understanding requires analysis and application of & expert knowledge sense-analyze-respond [good practice] “Ready, aim, fire” outcomes SIMPLE The relationship between cause- effect is obvious to all sense-categorize-respond Certainty of [best practice] High David J. Snowden and Mary E. Boone, A Leader’s Framework for Decision Making, Harvard Business Review, November 2007 7 Adapted from Sanders, E. B.-N., & Stappers, P. J. (2012). Convivial design toolbox: Generative research for the front end of design. Amsterdam: BIS. 8 4 2020-01-16 Systemic Design Mindset § Creative confidence § Make it § Learn from failure § Empathy § Embrace ambiguity § Optimism § Iterate, iterate, iterate 9 Reflecting on User Experience Building empathy 10 5 2020-01-16 11 Charting user experience 12 6 2020-01-16 What people say What people do What people say they do are entirely different things. -
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]. -
The Sciences of Design: Observations on an Emerging Field Working Paper
The Sciences of Design: Observations on an Emerging Field Sandeep Purao Carliss Y. Baldwin Alan Hevner Veda C. Storey Jan Pries-Heje Brian Smith Ying Zhu Working Paper 09-056 Copyright © 2008 by Sandeep Purao, Carliss Y. Baldwin, Alan Hevner, Veda C. Storey, Jan Pries-Heje, Brian Smith, and Ying Zhu Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Sciences of Design: Observations on an Emerging Field Sandeep Purao College of IST, Penn State University, Carliss Baldwin Harvard Business School Alan Hevner University of South Florida Veda C. Storey Georgia State University Jan Pries-Heje Roskilde University Brian Smith Penn State University Ying Zhu Georgia State University Excerpted from The Sciences of Design: Observations on an Emerging Field by Purao, Baldwin, Hevner, Storey, Pries-Heje, Smith and Zhu, (c) 2008. Used with permission from Association for Information Systems, Atlanta, GA; 404-413-7444; www.aisnet.org. All rights reserved. Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the authors. THE SCIENCES OF DESIGN OCTOBER 9, 2008 ABSTRACT The boundaries and contours of design sciences continue to undergo definition and refinement. In many ways, the sciences of design defy disciplinary characterization. They demand multiple epistemologies, theoretical orientations (e.g. construction, analysis or intervention) and value considerations. -
An Analysis of Designer Empathy in the Early Phases of Design Projects
NordDesign 2018 August 14 – 17, 2018 Linköping, Sweden An analysis of designer empathy in the early phases of design projects Antti Surma-aho1, Tua Björklund1, Katja Hölttä-Otto1 1Aalto University Design Factory [email protected], [email protected], [email protected] Abstract User-centered design attempts to create innovation by understanding and answering the needs of users, a process in which the importance of empathy is increasingly highlighted. To formalize the concept of empathizing with users in design, recent research has uncovered various empathic techniques that designers employ throughout their projects, including not only early needfinding activities, but also the empathic formulation of design criteria and concepts. By observing the design review sessions of 4 novice design teams throughout 9- month design projects, this study attempted to show the prevalence and development of empathy in the user-centered design process. The work of the teams was divided into three phases: concept development, system-level design, and detail design. A thematic analysis of 20 design review sessions revealed distinct ways in which the novice designers considered the perspectives of their end-users in these phases, primarily including goals for interacting with users, descriptions of the users and their actions, making generalizations based on those descriptions, and finally transferring them into design requirements and features. The number of excerpts tagged in each of the three project phases showed that, quantitatively, empathy was more prominent during concept development and system-level design than in detail design. However, during detail design the novice designers focused more on referencing earlier user interactions and insights as well as realizing the final concept prototype. -
Systems and Design Beyond Processes and Thinking
6th International Forum of Design as a Process SYSTEMS & DESIGN BEYOND PROCESSES AND THINKING 2016 Electronic book PROCEEDINGS June 22nd – 24th, 2016 EDITORIAL UNIVERTITAT POLITÈCNICA DE VALÈNCIA e-Proceedings POSITIONING PAPER Systems and Design: Beyond Processes and Thinking Celaschi, Flaviano; Celi, Manuela; Formia, Elena; Franzato, Carlo; Imbesi, Lorenzo; Peruccio, Pier Paolo & Hernandis, Bernabé. Scientific committee Abstract A contemporary vision of design needs to be encompassed in the actual mutation of the productive and cultural contexts facing different systems of change. Conceived as a collective work, this introductory paper looks at these changes in the design field by identifying six possible perspectives that, albeit laying on parallel dimensions, present many interrelated aspects: productive, professional, creative, cultural, sustainable, prospective. The conclusive paragraph brings forwards an in depth analisys that offers an engineering vision of design cultures. Keywords: Industry 4.0, productive, knowledge, creative, cultural, sustainable, prospective systems 1. Productive system. Awaiting the “digital tsunami” of the revolution in production processes1 When we are in the middle of some phenomena, very close to them, indeed, when the phenomena are right on top of us, it is always very difficult to describe them. As described by Massimo Bergami (2016, 13), “Up until now we have witnessed the appearance of gradual innovations that have added new tools and means of communication to our everyday life. In reality, the impact -
Choosing a Mixed Methods Design
04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 58 CHAPTER 4 CHOOSING A MIXED METHODS DESIGN esearch designs are procedures for collecting, analyzing, interpreting, and reporting data in research studies. They represent different mod- R els for doing research, and these models have distinct names and procedures associated with them. Rigorous research designs are important because they guide the methods decisions that researchers must make dur- ing their studies and set the logic by which they make interpretations at the end of studies. Once a researcher has selected a mixed methods approach for a study, the next step is to decide on the specific design that best addresses the research problem. What designs are available, and how do researchers decide which one is appropriate for their studies? Mixed methods researchers need to be acquainted with the major types of mixed methods designs and the common variants among these designs. Important considerations when choosing designs are knowing the intent, the procedures, and the strengths and challenges associated with each design. Researchers also need to be familiar with the timing, weighting, and mixing decisions that are made in each of the different mixed methods designs. This chapter will address • The classifications of designs in the literature • The four major types of mixed methods designs, including their intent, key procedures, common variants, and inherent strengths and challenges 58 04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 59 Choosing a Mixed Methods Design–●–59 • Factors such as timing, weighting, and mixing, which influence the choice of an appropriate design CLASSIFICATIONS OF MIXED METHODS DESIGNS Researchers benefit from being familiar with the numerous classifications of mixed methods designs found in the literature. -
Introducing New Design Disciplines Into a Traditional Industrial Design Program
NordDesign 2016 August 10 – 12, 2016 Trondheim, Norway Introducing New Design Disciplines Into a Traditional Industrial Design Program Bryan Howell, Camilla Gwendolyn Stark, Tyler James Christiansen, Ryan Hunter Hofstrand, Janae Lois Pettit, Samantha Nieves Van Slooten, Kathryn Joyce Willett Brigham Young University [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] Abstract The disciplines of design and design research are rapidly transforming. Sanders and Stappers (2013) illustrate how traditional design disciplines focused on product are being replaced with emerging disciplines focusing on “people in the context of their lives.” As an industry veteran and experienced design educator, I am well versed in the traditional method of effectively making consumer-oriented objects, but in the rapidly evolving world of contemporary design this expertise seemingly becomes less relevant each year. This paper reviews the quiet reframing of our sponsored third year industrial design studio course to explore aspects of emerging design disciplines, sharing five student projects that demonstrate the natural evolution in mindset from product-oriented to context-oriented problem definitions. Finally, it discusses how these emerging disciplines align with the values of the millennial generation and the importance educators include training in new disciplines to remain relevant in the contemporary design world. Keywords: Design -
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. -
Provocation Ii
FRIDAY, 25 SEPTEMBER 2020 ● 3.00 PM – 6.30 PM (CEST) THE DIGITAL MULTILOGUE ON FASHION EDUCATION PROVOCATIONS PROVOCATION I PROFESSOR DILYS WILLIAMS [∆] DIRECTOR OF CENTRE FOR SUSTAINABLE FASHION Professor Dilys Williams FRSA is the founder and Director of Centre for Sustainable Fashion, a University of the Arts London Research Centre, based at the London College of Fashion. Dilys’ work explores fashion’s relational ecological, social, economic and cultural elements to contribute to sustainability in and through its artistic, busi- ness and educational practices. Trained at Manchester Metropolitan University and holding a UAL professorship in Fashion Design for Sustainability, Dilys publishes widely on fashion and sustainability in peer-reviewed aca- demic journals and published books. Dilys’ work draws on extensive experience in lead womenswear designer roles for international collections, including at Katharine Hamnett, Liberty and Whistles. This industry expe- rience is complemented by a longstanding internationally recognized teaching and research portfolio centered on the development of sustainability centered design practices, based on principles of holism, participation and transformation design. She is a member of the UNFCCC Global Climate Action in Fashion and sits on advisory committees for Positive Luxury and the Global Fashion Agenda. Her place on the Evening Standard London’s Progress 1000 list in 2015, 2016 and 2017 evidences the public and academic influence of her work alongside regular appearances on broadcast television, radio and magazines including recent appearances on BBC World, Sky News, Radio 4, WWD,The Gentlewoman, Vog ue and Elle magazine. PROVOCATION II ASSISTANT PROFESSOR KIMBERLY JENKINS [∆] RYERSON UNIVERSITY AND FOUNDER OF THE FASHION AND RACE DATABASE Kimberly Jenkins, M.A. -
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, -
Design Science Research and the Grounded Theory
Association for Information Systems AIS Electronic Library (AISeL) European Conference on Information Systems ECIS 2010 Proceedings (ECIS) 2010 Design Science Research and the Grounded Theory Method: Characteristics, Differences, and Complementary Uses Robert Gregory Goethe University Frankfurt, [email protected] Follow this and additional works at: http://aisel.aisnet.org/ecis2010 Recommended Citation Gregory, Robert, "Design Science Research and the Grounded Theory Method: Characteristics, Differences, and Complementary Uses" (2010). ECIS 2010 Proceedings. 44. http://aisel.aisnet.org/ecis2010/44 This material is brought to you by the European Conference on Information Systems (ECIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in ECIS 2010 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact [email protected]. 18th European Conference on Information Systems DESIGN SCIENCE RESEARCH AND THE GROUNDED THEORY METHOD: CHARACTERISTICS, DIFFERENCES, AND COMPLEMENTARY USES Journal: 18th European Conference on Information Systems Manuscript ID: ECIS2010-0045.R1 Submission Type: Research Paper Research methods/methodology, Design/design science, Behavioral Keyword: science, IS research methodologies Page 1 of 12 18th European Conference on Information Systems DESIGN SCIENCE RESEARCH AND THE GROUNDED THEORY METHOD: CHARACTERISTICS, DIFFERENCES, AND COMPLEMENTARY USES Gregory, Robert Wayne, Goethe University Frankfurt, Grüneburgplatz 1, 60323 Frankfurt am Main, Germany, [email protected] Abstract Two research strategies that have received increasing scholarly attention recently in IS are design science research (DSR) and the grounded theory method (GTM). In this paper, we conduct a systematic comparison of the most salient characteristics of both research strategies to identify the differences as well as possible complementary uses in a pluralistic research design. -
What Happened to Empathic Design? Tuuli Mattelmäki, Kirsikka Vaajakallio, Ilpo Koskinen
What Happened to Empathic Design? Tuuli Mattelmäki, Kirsikka Vaajakallio, Ilpo Koskinen Introduction At the end of the 1990s, designers began to encounter new types of Downloaded from http://direct.mit.edu/desi/article-pdf/30/1/67/1715234/desi_a_00249.pdf by guest on 27 September 2021 challenges. Designers, design researchers, and industry wanted to 1 Dorothy Leonard and Jeffrey F. Rayport, explore feelings and moods and their links to design solutions. This “Spark Innovation Through Empathic brought along an interest for new approaches to design— Design,” Harvard Business Review 75, no. 6 (Nov-Dec, 1997): 10–13. approaches that were able to dive into more ambiguous topics, 2 From Henry Dreyfuss’s Design for People such as experiences, meaningful everyday practices, and emotions, to Tomas Maldonado’s definition of and to connect them to innovative solutions. There were no estab- industrial design for ICSID International lished constructions to build upon, and concepts from ergonomics Council of Societies of Industrial Design and user-centered design were too inflexible. This state of affairs in the mid-1950s and Stanford’s adoption of the term, human-centered design created the need to find new ways to, on the one hand, make sense slightly later. of people and, on the other, to create openings for design. 3 Leonard and Rayport, “Spark Innovation As an answer to this call, Leonard and Rayport suggested Through Empathic Design,” Patrick “spark[ing] innovation through empathic design.” They proposed Jordan, Designing Pleasurable Products that empathic design would especially entail “techniques (that) (London: Taylor and Francis, 2000); require unusual collaborative skills,” “open-mindedness, observa- Elizabeth B.