Design: One, but in different forms

This overview paper defends an augmented cognitively oriented generic-design hypothesis: there are both significant similarities between the design activities implemented in different situations and crucial differences between these and other cognitive activities; yet, characteristics of a design situation (related to the design process, the designers, and the artefact) introduce specificities in the corresponding cognitive activities and structures that are used, and in the resulting designs. We thus augment the classical generic-design hypothesis with that of different forms of designing. We review the data available in the cognitive design research literature and propose a series of candidates underlying such forms of design, outlining a number of directions requiring further elaboration

Intermediate concepts in the generative dance between knowledge and knowing

Nous nous proposons dans cet article de contribuer à éclairer l'interaction entre connaissance et savoir en action comme processus générateur de nouvelles connaissances. Ce processus que Cook et Brown (1999) ont appelé « la danse générative », est un point crucial de l'étude de la création de nouvelles connaissances, la reconnaître et l'assister dans des situations collectives d'action implique d'avoir une meilleure connaissances des processus en jeu. A travers la description de plusieurs cas d'action collective entre acteurs hétérogènes : en particulier la restauration écologique du lac de Grand-Lieu en Loire Atlantique, nous proposons de caractériser les situations de gestion collective de situations complexes comme des situations de conception. Nous proposons la notion de concepts intermédiaires qui permettent aux acteurs de s'articuler dans un processus de conception collective.connaissances;concept intermédiaire;objet intermédiaire;connaissances partagées;situations hétérogènes d'action collective;conception pour l'action collective

A Taxonomy and Framework for Designing Educational Games to Promote Problem Solving

Problem solving is often discussed as one of the benefits of games and game-based learning, yet little empirical research exists to support this assertion. It will be critical to establish and validate models of problem solving in games, but this will be difficult if not impossible without a better understanding of problem solving than currently exists in the field of serious games. Problem solving and problem-based learning (PBL) have been studied intensely in both Europe and the United States for more than 75 years. Any models and research on the relation of games and problem solving must build on the existing research base in problem solving and PBL rather than unwittingly covering old ground in these areas. In this paper, we present an overview of the dimensions upon which different problems vary as well as their associated learning outcomes. We also propose a classification of gameplay (as opposed to game genre) that accounts for the cognitive skills encountered during gameplay, relying in part on previous classification systems, Mark Wolf\u27s concept of grids of interactivity (which we call iGrids), and our own cognitive analysis of gameplay. We then briefly describe eleven different types of problems, the ways in which they differ, and the gameplay types most likely to support them using our gameplay topology. We believe that this approach can guide the design of games intended to promote problem solving and that it points the way toward future research in problem solving and games

Intermediate concepts in the generative dance between knowledge and knowing

Recognizing and facilitating the generative dance between knowledge and knowing is essential and calls for a better understanding of the processes at play. An analysis of the collective action among heterogeneous stakeholders involved in the ecological restoration of Grand-Lieu Lake, in the landscape management project in the Cévennes, and in the Vittel catchment management initiative, allows us to characterize complex situations of collective action mainly as design situations. Of the three case-studies, we analyse the Grand-Lieu situation in the greatest detail. The analysis reveals how stakeholders developed what we have identified as “intermediary concepts” and how these assisted them in successfully engaging in a collective design process. In this paper, we discuss the value of the notion of “intermediary concept” to stakeholders involved in a situation as well as to a researcher observing and analysing a situation.Nous nous proposons dans cet article de contribuer à éclairer l'interaction entre connaissance et savoir en action comme processus générateur de nouvelles connaissances. Ce processus que Cook et Brown (1999) ont appelé « la danse générative », est un point crucial de l'étude de la création de nouvelles connaissances, la reconnaître et l'assister dans des situations collectives d'action implique d'avoir une meilleure connaissances des processus en jeu. A travers la description de plusieurs cas d'action collective entre acteurs hétérogènes : en particulier la restauration écologique du lac de Grand-Lieu en Loire Atlantique, nous proposons de caractériser les situations de gestion collective de situations complexes comme des situations de conception. Nous proposons la notion de concepts intermédiaires qui permettent aux acteurs de s'articuler dans un processus de conception collective

On the design of systems-oriented university curricula

This paper proposes a tool called the Systems Education Matrix (SEM) for use in informing the work of developers of systems-oriented curricula at colleges and universities around the world. The SEM was developed by Team 1 at the 2008 IFSR Fuschl Conversation held at Fuschl am See in Austria. In order to manage the complex problems we are dealing with today, systems thinking is essential. It is clear that systems education should be acknowledged as an important 'scientific method' that can help today's society to deal with the complexities of contemporary issues. To serve this role effectively, systems education needs to be focused towards the various needs that exist. The members of Team 1 have focused on the nature of systems education that will be required to not only train systems specialists, but to make systems thinking and analysis an integral part of discipline focused research and management

Problem framing for applied research - Evaluating a new designer’s approach to problem framing to improve the sustainability in our food production chain

This project-driven thesis transposes problem framing in design onto scientific, applied research to enable more fruitful research projects. My initial motivation for this work comes from my alarm at the state of our environmentally unsustainable food system. Through collaboration with the research group for Sustainable Food Systems at the Research Institute of Sweden (RISE), this thesis investigates the role of design in applied research towards environmental sustainability. Specifically, it explores how design can help frame research projects onto environmentally-friendly food production and processing. The design-led approach is employed to address the expressed concerns of the researchers at RISE about the ways in which they identify problems and also develop the concepts for new research projects. RISE focuses on changes in practice in the food production chain towards more sustainable performances. However, according to RISE researchers, their projects do not always reach the desired outcome, in part due to their current practices in executing projects. In addressing this challenge, I will explore how design-led ways of identifying problems and opportunities can be used at the pre-project phase of applied research projects. The actual exploration took place in a one-day workshop which was attended by RISE researchers from different cities, and which was operationalised by a set of design-led framing activities. Grounded in design literature on framing (e.g., Dorst 2015; Lawson, 2005; Schön 1983), the activities were prepared to not require any pre-existing knowledge about design. The workshop utilised three actual research projects that the RISE researchers were about to develop. It was followed by a co-creation session to improve the tool that I had developed, and interviews about their experiences of using such an approach. A framework of action research, a research method to conduct research through taking action, was employed to guide the implementation and evaluation of this new approach. I will point out the limitations of this study, reflect upon my learning outcomes and explain how I see the future of problem framing for non-design-led organizations

Developing knowledge for real world problem scenarios : using 3D gaming technology within a problem-based learning framework

Problem-based learning is an instructional strategy that emphasises active and experiential learning through problem-solving activity. Using gaming technologies to embed this approach in a three-dimensional (3D) simulation environment provides users with a dynamic, responsive, visually engaging, and cost effective learning experience. Representing real world problems in 3D simulation environments develops knowledge and skills that are applicable to their resolution. The Simulation, User, and Problem-based Learning (SUPL) Design Framework was developed to inform the design of learning environments which develop problem-solving knowledge for real world application. This framework identifies design factors relative to the user, the problem-solving task, and the 3D simulation environment which facilitate the transfer, development, and application of problem-solving knowledge. To assess the validity of the SUPL Design Framework, the Fires in Underground Mines Evacuation Simulator (FUMES) was developed to train mining personnel in emergency evacuation procedures at the Challenger gold mine in South Australia. Two groups of participants representing experienced and novice personnel were utilised to ascertain the effectiveness of FUMES as a training platform in this regard. Findings demonstrated that FUMES accurately represented emergency evacuation scenarios in the Challenger mine. Participants were able to utilise existing real world knowledge in FUMES to resolve emergency evacuation problem-solving tasks and develop new knowledge. The effectiveness of the SUPL Design Framework was also demonstrated, as was the need to design learning environments to meet the learning needs of users rather than merely as static simulations of real world problems. A series of generalisable design guidelines were also established from these findings which could be applied to design problem-based learning simulations in other training contexts