Design as interactions of problem framing and problem solving

This paper introduces a model of framing in design. The model takes into account a reflective nature of designing, and it is based on the interplay between two conceptually distinct knowledge sources – an explicit specification of a problem and a solution to it. The approach is novel in the former investigated aspect that is presented as a semi-formal operation of framing, i.e. interpretation of a problem using selected conceptual primitives. We argue that the interpretation of design problems lacks a similar rigorous investigation as problem solving received in both design theory and methodology. Furthermore, two design schemas of frame refinement and problem re-framing are discussed and exemplified

Design as interactions of problem framing and problem solving: a formal and empirical basis for problem framing in design

In this thesis, I present, illustrate and empirically validate a novel approach to modelling and explaining design process. The main outcome of this work is the formal definition of the problem framing, and the formulation of a recursive model of framing in design. The model (code-named RFD), represents a formalisation of a grey area in the science of design, and sees the design process as a recursive interaction of problem framing and problem solving. The proposed approach is based upon a phenomenon introduced in cognitive science and known as (reflective) solution talkback. Previously, there were no formalisations of the knowledge interactions occurring within this complex reasoning operation. The recursive model is thus an attempt to express the existing knowledge in a formal and structured manner. In spite of rather abstract, knowledge level on which the model is defined, it is a firm step in the clarification of design process. The RFD model is applied to the knowledge-level description of the conducted experimental study that is annotated and analysed in the defined terminology. Eventually, several schemas implied by the model are identified, exemplified, and elaborated to reflect the empirical results. The model features the mutual interaction of predicates ‘specifies’ and ‘satisfies’. The first asserts that a certain set of explicit statements is sufficient for expressing relevant desired states the design is aiming to achieve. The validity of predicate ‘specifies’ might not be provable directly in any problem solving theory. A particular specification can be upheld or rejected only by drawing upon the validity of a complementary predicate ‘satisfies’ and the (un-)acceptability of the considered candidate solution (e.g. technological artefact, product). It is the role of the predicate ‘satisfies’ to find and derive such a candidate solution. The predicates ‘specifies’ and ‘satisfies’ are contextually bound and can be evaluated only within a particular conceptual frame. Thus, a solution to the design problem is sound and admissible with respect to an explicit commitment to a particular specification and design frame. The role of the predicate ‘acceptable’ is to compare the admissible solutions and frames against the ‘real’ design problem. As if it answered the question: “Is this solution really what I wanted/intended?” Furthermore, I propose a set of principled schemas on the conceptual (knowledge) level with an aim to make the interactive patterns of the design process explicit. These conceptual schemas are elicited from the rigorous experiments that utilised the structured and principled approach to recording the designer’s conceptual reasoning steps and decisions. They include the refinement of an explicit problem specification within a conceptual frame; the refinement of an explicit problem specification using a re-framed reference; and the conceptual re-framing (i.e. the identification and articulation of new conceptual terms) Since the conceptual schemas reflect the sequence of the ‘typical’ decisions the designer may make during the design process, there is no single, symbol-level method for the implementation of these conceptual patterns. Thus, when one decides to follow the abstract patterns and schemas, this abstract model alone can foster a principled design on the knowledge level. It must be acknowledged that for the purpose of computer-based support, these abstract schemas need to be turned into operational models and consequently suitable methods. However, such operational perspective was beyond the time and resource constraints placed on this research

Unpacking capabilities underlying design (thinking) process

Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the students’ educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students

Students' epistemological framing in quantum mechanics problem solving

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students' transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.Comment: Submitted to Physical Review -- Physics Education Researc

Requirements Engineering as Creative Problem Solving: A Research Agenda for Idea Finding

This vision paper frames requirements engineering as a creative problem solving process. Its purpose is to enable requirements researchers and practitioners to recruit relevant theories, models, techniques and tools from creative problem solving to understand and support requirements processes more effectively. It uses 4 drivers to motivate the case for requirements engineering as a creative problem solving process. It then maps established requirements activities onto one of the longest-established creative problem solving processes, and uses these mappings to locate opportunities for the application of creative problem solving in requirements engineering. The second half of the paper describes selected creativity theories, techniques, software tools and training that can be adopted to improve requirements engineering research and practice. The focus is on support for problem and idea finding - two creative problem solving processes that our investigation revealed are poorly supported in requirements engineering. The paper ends with a research agenda to incorporate creative processes, techniques, training and tools in requirements projects

A frame signature matrix for analysing and comparing interaction design behaviour

Protocol studies are an established method to investigate design behaviour. In the context of a project to investigate novice interaction design (ID) behaviour across protocols and cultures, we found that existing design behaviour analysis frameworks did not provide reliable results. This paper describes the development of a new approach to analyse and compare ID behaviour using verbal protocols. We augment Schön’s basic design and reflection cycle with construction of a frame signature matrix and analogical categorisation coding. We demonstrate this approach by comparing two protocols of novice interaction designers in Botswana. The initial findings indicate that this approach increases consistency and accuracy of coding, and that there are different degrees of reframing for the design problem and solutions

Economic development as design: Insight and guidance through the PSI framework

Economic development is aimed at improving the lives of people in the developing world, and needs to be carried out with design at its heart, but this has often not been the case. This paper first reviews dominant approaches to economic development including the use of subsidies or the creation of markets and demand and the testing of initiatives using randomized control trials. It then introduces ‘development engineering’ as a representative engineering design approach to engineering and technology in development before presenting the view that successful development needs to involve continual learning through innovation in context. The PSI (problem social institutional) framework is presented as a basis for guiding such development as a design activity, and its application is illustrated using examples from India of the unsuccessful introduction of new cooking stoves and then both successful and unsuccessful approaches to rural electrification. A 2-level approach to PSI is taken, in which the lower level represents daily operation of communities and the 2nd level represents the development project including addressing misalignments between the different PSI spaces and levels

Direct deliberative local governance using online media – consensual problem solving or a recalcitrant pluralism?

This paper describes and analyses distinct patterns of 'governance conversation' observed in interactions on a discussion list that aims to support local, direct, governance in a geographically colocated community in South Africa. Although each pattern relates to governance, making 'binding decisions', which has been seen as a key attribute of deliberative democratic processes, is almost entirely absent from the observed interactions. Nonetheless, the exchanges appear to be relevant and useful to the broader process of local direct deliberative governance. We investigate the extent to which the patterns feature instrumental or expressive dialogue, and subsequently support consensual or pluralist outcomes. The results propose that online interaction is particularly suited to facilitating the pluralist deliberation required to manage complex local governance problems. The outcomes observed in the case study further suggest the potential value of an infrequently investigated context of online deliberation – that of citizen-to-citizen deliberation of geographically local issues; and presents a broader conception of the role of online deliberation in local governance, where formal decision making is frequently over privileged in research