A Study of Similarity and Analogical Decision-Making in Collaborative Design

The purpose of this study is to investigate the role of similarity and analogy in design communication and propose a descriptive representation of the analogical decision-making process in the context of engineering design. It is proposed that social, cultural, and contextual knowledge are brought to bear on statements of need in the form of analogy as a means to elicit and evince potential design solutions. A goal of this study is to identify communicative behaviors, representing process variables of analogical decision-making, that can be used to describe how design information is represented, manipulated, and conveyed in a collaborative design effort. An observational and interactional analysis methodology is used to qualitatively examine communication and analogical decision making processes in collaborative design. Specifically, the methodology systematically identifies and describes communicative behaviors that occur in analogic discourse. All in-depth examination of verbal and nonverbal behaviors, observed in the design activities of a group of experienced engineers, is performed to identify communicative behaviors that elicit or act on design information. A qualitative assessment of these behaviors in design discourse is made to support the development of a descriptive representation of analogical decision making. These behaviors are then applied as a coding scheme to recorded conversational data and are analyzed using the lag sequential analysis method to identify reoccurring patterns of communication and interaction in analogical decision making. Qualitative assessments from this study indicate that a plethora of design knowledge and worldly experiences were used to satisfy explicitly stated or perceived needs. It was observed that technical and engineering knowledge, general knowledge gained through personal experiences, and fantastical projections are elements of analogic discourse. It was observed that communicative behaviors associated with analogical decision making facilitated the transformation of design information into new design requirements, heuristics, or design solutions. These behaviors included: requirement queries; and statements of comparison, proposition, confirmation, control, and held/acquired knowledge. Results from this study indicate that if these communicative behaviors are defined as acts that transform design information from one state to another, they can be analyzed stochastically to reveal patterns of communication and interaction. Cyclic dependencies among communicative behaviors, determined by the lag sequential analysis method, suggest that reoccurring patterns of communication exist in analogy discourse. These communication patterns suggest that analogical decision making can be viewed as a communication system. It is concluded that the process of analogical decision making involves: the establishment of a context in which analogy discourse occurs; the selection, tailoring, and confirmation of potential solution sets which are articulated as analogues and analogue attributes; and the derivation of either design requirements, heuristics, or physical descriptions and representations

Work with the beat: How dynamic patterns in team processes affect shared understanding

This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this recordShared understanding is central to a design team's performance. While current literature describes general relationships between team interaction and the development of shared understanding, it is not known if or how dynamic patterns in team processes impact this. Using a comparative study, we describe dynamic process patterns that influence the relationship between collaborative design work and shared understanding development. We propose two major patterns that impact shared understanding development: taskwork-teamwork interdependency and inter-action heartbeat, and describe how what we term cross-level pattern alignment moderates their effect. We propose a conceptual model that integrates these insights and provides testable propositions. As such, this work has significant implications for both design researchers and practitioners

Designing for interaction

At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’ and ‘collaborative learning’. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction

Innovative collaborative design in international interaction design summer schools

[About the book]: Design is changing, and to educate the next generation of designers, these changes need to be addressed. In light of the growing role research and interdisciplinary collaboration play in contemporary design performance, Design Integrations calls for an innovative shake up in design education. Poggenpohl asserts that design research is developed through a typology within academic and business contexts, and follows different research theories and strategies. Such issues in design collaboration are explored in-depth, with essays on an inter-institutional academic project, cross-cultural learning experiences, and a multi-national healthcare project, demonstrating the importance of shared values, interdisciplinary negotiated process and clear communication for tomorrow’s designers

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

Multi-touch interaction principles for collaborative real-time music activities: towards a pattern language

In this paper we give an analysis of the literature on a set of problems that can arise when undertaking the interaction design of multi-touch applications for collaborative real-time music activities, which are designed for multitouch technologies (e.g. smartphones, tablets, interactive tabletops, among others). Each problem is described, and a candidate design pattern (CDP) is suggested in the form of a short sentence and a diagram—an approach inspired by Christopher Alexander’s A Pattern Language. These solutions relate to the fundamental collaborative principles of democratic relationships, identities and collective interplay. We believe that this approach might disseminate forms of best design practice for collaborative music applications, in order to produce real-time musical systems which are collaborative and expressive

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

A case study in online formal/informal learning: was it collaborative or cooperative learning?

Developing skills in communication and collaboration is essential in modern design education, in order to prepare students for the realities of design practice, where projects involve multidisciplinary teams, often working remotely. This paper presents a learning activity that focusses on developing communication and collaboration skills of undergraduate design students working remotely and vocational learners based in a community makerspace. Participants were drawn from these formal and informal educational settings and engaged in a design-make project framed in the context of distributed manufacturing. They were given designer or maker roles and worked at distance from each other, communicating using asynchronous online tools. Analysis of the collected data has identified a diversity of working practice across the participants, and highlighted the difficulties that result from getting students to work collaboratively, when not collocated. This paper presents and analysis of participants’ communications, with a view to identify whether they were learning collaboratively, or cooperatively. It was found that engaging participants in joint problem solving is not enough to facilitate collaboration. Instead effective collaboration depends on symmetry within the roles of participants and willingness to share expertise through dialogue. Designing learning activities to overcome the challenges that these factors raise is a difficult task, and the research reported here provides some valuable insight

Experiential Role of Artefacts in Cooperative Design

The role of material artefacts in supporting distributed and co-located work practices has been well acknowledged within the HCI and CSCW research. In this paper, we show that in addition to their ecological, coordinative and organizational support, artefacts also play an ‘experiential’ role. In this case, artefacts not only improve efficiency or have a purely functional role (e.g. allowing people to complete tasks quickly), but the presence and manifestations of these artefacts bring quality and richness to people’s performance and help in making better sense of their everyday lives. In a domain like industrial design, such artefacts play an important role for supporting creativity and innovation. Based on our prolonged ethnographic fieldwork on understanding cooperative design practices of industrial design students and researchers, we describe several experiential practices that are supported by mundane artefacts like sketches, drawings, physical models and explorative prototypes – used and developed in designers’ everyday work. Our main intention to carry out this kind of research is to develop technologies to support designers’ everyday practices. We believe that with the emergence of ubiquitous computing, there is a growing need to focus on personal, emotional and social side of people’s everyday experiences. By focusing on the experiential practices of designers, we can provide a holistic view in the design of new interactive technologies