Reflective Designs — An Overview

AbstractWe render runtime system adaptations by design-level concepts such that running systems can be adapted and examined at a higher level of abstraction. The overall idea is to express design decisions as applications of design operators to be carried out at runtime. Design operators can implement design patterns for use at runtime. Applications of design operators are made explicit as design elements in the running system such that they can be traced, reconfigured, and made undone.Our approach enables Reflective Designs: on one side, design operators employ reflection to perform runtime adaptations; on the other side, design elements provide an additional reflection protocol to examine and configure performed adaptations. Our approach helps understanding the development and the maintenance of the class of software systems that cannot tolerate downtime or frequent shutdown-revise-startup cycles.We have accumulated a class library for programming with Reflective Designs in Squeak/Smalltalk. This library employs reflection and dynamic aspect-oriented programming. We have also implemented tool support for navigating in a system that is adapted continuously at runtime.Note: This extended abstract summarises our full paper [Hirschfeld, R. and R. Lämmel, Reflective Designs, IEE Proceedings Software (2004), Special Issue on Reusable Software Libraries. To appear. Available at http://homepages.cwi.nl/~ralf/rd/]

Exploring the importance of reflection in the control room

While currently difficult to measure or explicitly design for, evidence suggests that providing people with opportunities to reflect on experience must be recognized and valued during safety-critical work. We provide an insight into reflection as a mechanism that can help to maintain both individual and team goals. In the control room, reflection can be task-based, critical for the 'smooth' day-to-day operational performance of a socio-technical system, or can foster learning and organisational change by enabling new understandings gained from experience. In this position paper we argue that technology should be designed to support the reflective capacity of people. There are many interaction designs and artefacts that aim to support problem-solving, but very few that support self-reflection and group reflection. Traditional paradigms for safety-critical systems have focussed on ensuring the functional correctness of designs, minimising the time to complete tasks, etc. Work in the area of user experience design may be of increasing relevance when generating artefacts that aim to encourage reflection

Biomimicry as a Sustainable Design Methodology—Introducing the ‘Biomimicry for Sustainability’ Framework

Biomimicry is an interdisciplinary approach to study and transfer principles or mechanisms from nature to solve design challenges, frequently differentiated from other design disciplines by its particular focus on and promise of sustainability. However, in the biomimicry and biologically inspired design literature, there are varying interpretations of how and whether biomimetic designs lead to sustainable outcomes and how sustainability, nature, and mimesis are conceptualised and engaged in practice. This paper takes a particular focus on the built environment and presents a theoretical overview of biomimicry literature spanning across specific fields, namely architecture, philosophy, sustainability and design. We develop upon conceptual considerations in an effort to contribute to the growing calls in the literature for more reflective discussions about the nuanced relationship between biomimicry and sustainability. We further develop a ‘Biomimicry for Sustainability’ framework that synthesises recent reflective deliberations, as a possible direction for further theorisation of biomimicry, aiming to elaborate on the role of biomimicry as a sustainable design methodology and its potential to cultivate more sustainable human–nature relations. The framework is used as a tool for retrospective analysis, based on literature of completed designs, and as a catalyst for biomimetic design thinking. The objective of this paper is to serve as a point of departure for more active and deeper discussions regarding future biomimetic practice in the context of sustainability and transformational change, particularly within the built environment

Don’t Look Back: The Paradoxical Role of Recording in the Fashion Design Process

Although there is little systematic research in academia or industry examining design processes in Fashion, anecdotal evidence, based on self- reports and observations, suggests that designers very rarely record the process of designing. Conversely, benefits and requirements of recording the design process within other domains, such as Engineering and Architecture, are well supported in the literature. This paper attempts to explore the dichotomy of recording and non-recording practice across these fields through a review of the literature, semi-structured interviews and a report on one case study in particular, drawing out further detail. Commonalities and differences are identified and new directions for research proposed

Ritual performances and collective intelligence: theoretical frameworks for analyising activity patterns in Cloudworks

This paper provides an overview of emerging activity patterns on Cloudworks, a specialised site for sharing and debating ideas as well as resources on teaching, learning and scholarship in education. It provides an overview of activities such as 'flash debates', 'blended workshops' and 'open reviews' and seeks to situate dialogic interchanges and structures of involvement within the following theoretical frameworks: a) Goffman's notions of 'face-work' and 'ritual performance�; and b) and secondly, notions of collective intelligence. The paper argues that these perspectives can offer a unique contribution to the study and analysis of sociality (Bouman et al, 2007) bounded in the context of technologically mediated networked learning, with wider implications for understanding matters of participation, self-representation, reflection and expansion in education

Using Cloudworks to Support OER Activities

This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice. The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)

Learning design approaches for personalised and non-personalised e-learling systems

Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform students’ learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the student’s experiences and assessment test results based on experiments conducted so far

Enhancing the Reflective Capabilities of Professional Design Practitioners

According to Schon (1987), professional education should be centred on enhancing the practitioner’s ability to reflect before taking action. This is important to the designer for two reasons. The first of these concerns real world professional situations, which are rarely clear and lack ‘right answers’, the successful professional requires the ability to learn by doing in order to handle complex and unpredictable problems with confidence. The second concerns the nature of the designer’s relationship with design problems themselves. The designer’s exploration of his/her own awareness develops in parallel with problem definition. Dorst and Cross (2001) describe this as a co-evolution of problem and solution and English (2006) argues that we cannot frame the problem without including in that design space the person who designs. Thus the process of engaging with a design problem involves a journey of self-exploration for the designer who needs to be appropriately equipped for unknown terrain. A distance learning Masters programme was validated in 1999, supporting professional designers to develop as reflective practitioners. The course has run successfully for eight years with students based in Brazil, Canada, UK and Ireland, Holland, Greece, Arab Emirates, Malaysia, Thailand, Hong Kong and China. The author draws on the experience of delivering this programme to describe two approaches that have evolved in parallel to nurture the development of the reflective practitioner. The first of these encourages students to develop an action research process by applying reflective practice models as organising tools and recording templates. The second clarifies direction and focuses action to address fully and precisely the individual student’s aims, insights and motivation. Both these approaches encourage a synergy between practice and theory and involve visual modelling and collaborative reflection through communities of practice. The application of these approaches is shown to generate fundamental insights that positively influence the future actions of students in professional practice. The paper concludes that the consciousness of the expert designer is a critical element of design space and summarises how the disciplined process and clear focus of the approaches discussed contribute to the development of personal confidence and awareness. Keywords: creativity; reflective practice; design process ; design processes</p