Shifting the Focus: The Role of Presence in Reconceptualising the Design Process

In this paper the relationship between presence and imaging is examined with the view to establish how our understanding of imaging, and subsequently the design process, may be reconceptualised to give greater focus to its experiential potential. First, the paper outlines the research project contributing to the discussion. Then, it provides brief overviews of research on both imaging and presence in the process highlighting the narrow conceptions of imaging (and the recognition of the need for further research) compared to the more holistic and experiential understandings of presence. The paper concludes with an argument and proposed study for exploring the role of digital technology and presence in extending the potential of imaging and its role in the design process. As indicated in the DRS Conference Theme, this paper focuses “…on what people experience and the systems and actions that create those experiences.” Interface designers, information architects and interactive media artists understand the powerful influence of experience in design. ‘Experience design’ is a community of practice driven by individuals within digital based disciplines where the belief is that understanding people is essential to any successful design in any medium and that “…experience is the personal connection with the moment and… every aspect of living is an experience, whether we are the creators or simply chance participants” (Shedroff, 2001, p. 5). Keywords: Design, Design Process, Presence, Imaging, Grounded Theory</p

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

How Electronics Knowledge Relates to Industrial Design Education

This study has two purposes: To clarify how industrial design relates to electronics knowledge and to determine whether industrial design education is sufficient for teaching it. As digital product design is frequently focused on the design of virtual interfaces until recently, less attention was paid to the design of physical interactions and electronic interfaces. There is increasing interest in electronics education in industrial design, yet electronics is still a bottleneck for many industrial designers. What electronics knowledge industrial designers should have and whether they know it is debatable. Therefore, the study presents a literature review and thematically analyzed interviews to determine its scope. Then, a survey is planned based on the concepts which interviewees remark on. The survey aims to determine whether senior-grade and fresh-graduate industrial designers use correct reasoning in design cases based on electronics. Findings remark that two-thirds of the participants failed in the critical electronics domains and their reasoning scores are distributed equally depending on whether they took electronics courses. Therefore, it is discussed that there is a need for developing a common understanding of the role of electronics in design education. And it is recommended that the approach may focus more on a hands-on terminology education

Recovery From Design

Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form

A Toolkit for Practice-Based Learning of Mechanisms in Industrial Design Education: An Application of a Method Combining Deductive and Inductive Learning

Industrial design education is focused on teaching a combination of various interdisciplinary competencies. One of these projected learning outcomes is to be able to design mechanisms in order to fulfil certain mechanical constraints in products. Studies show that theoretical knowledge supported by practice helps to teach industrial design students the mechanisms. In the current situation in Turkey, practice-based courses are designed in a similar purpose. However, graduates severely lack mechanical design skills. In this study, a two-staged toolkit of a holistic flow is introduced to prevent the deficiency mentioned above. In the toolkit, mechanisms are taught by combining deductive and inductive approaches, instead of a directly inductive conventional approach. The toolkit is applied to 36 sophomore year students. Assessments of the students and their self-evaluations are collected and analysed. Findings show that the toolkit can be beneficial for teaching of mechanisms to ID students through some revisions

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Digital, material and networked: some emerging themes for SET education

Boundaries between the digital and material worlds are becoming blurred as the internet increasingly connects us to things as well as people and information. This is increasingly relevant to education as initiatives which significantly combine digital and material elements in networks are becoming a reality for Science, Engineering and Technology (SET) learning. Our paper reports on the initial findings of a project to carry out a ‘state of the art’ review of literature to establish the key themes, opportunities and obstacles that are emerging from the development and use of these ‘hybrid’ systems in learning. We wanted to explore the extent to which this new domain of study is being reported in the literature and to identify work representative of this area. Our aim was to investigate the depth of research in this area by going beyond the technologically descriptive to focus on pedagogical and organisational issues raised in the literature. To identify the state of current research in the area we carried out a systematic search of databases of Science, Engineering and Technology education literature. We found 808 papers relating to the hybrid learning initiatives we are interested in, of which the majority, 81%, involved the Engineering and Technology disciplines while 6.8% related to Science. The vast majority of papers referred to remote laboratories and most of these were concerned with describing the technologies involved. In order to explore issues emerging from the research, we carried out an in-depth text review of a particular subset of the papers found that focussed on pedagogical issues. The three main themes that emerged were: the importance of real data and authenticity in learning; the importance of a sense of presence (e.g. telepresence, social presence and/or immersion) and the locus of control in, and responsiveness of, a hybrid system. We conclude that these new digital ‘hybrid’ pedagogies offer a lens with which to view both the more traditional material pedagogies, e.g. laboratory-based learning, and purely digital pedagogies, e.g. virtual labs. Finally, issues of authenticity, presence and control/responsiveness will be of increasing pedagogical importance to other ‘hybrid’ systems, such as those involving ubiquitous computing