A Framework of Design Method Corroboration

Practitioners design artifacts of different kinds. Researchers and practitioners both create methods for designing such artifacts. The question arises whether those methods are actually valid and useful. In this conceptual paper, we argue that there is a need for “method corroboration”—the deliberate and reflected use and possible validation of a design method. We present a literature review of method corroboration in the IS and more specifically in the DSR literature. The findings are summarized as a conceptual model outlining eight strategies of method use, which are then condensed into a 2-by-2 framework of method corroboration. The results of this paper present insight into the current state of method corroboration in the DSR field and provide guidance for working with design methods in research and practice

Question asking in design reviews: how does inquiry facilitate the learning interaction?

Design reviews are common educational practice in design disciplines, where students meet with instructors and other stakeholders to discuss the progress of a project they are engaged in. Such reviews are tightly coupled with project-based learning approaches in the design studio. A number of research studies have looked into various characteristics of instructor-student interactions during design reviews. In this study, we investigated the question-asking behavior of instructors, students and clients. We paid particular attention to high-level questions that relate to causal and generative reasoning. We analyzed 22 reviews involving six undergraduate industrial designers, who undertook design projects individually. We observed that the instructors and clients were not effective in modeling question asking behavior for the students during the reviews. We also observed that the structure of the reviews did not facilitate the desired behavior either. Consequently, we present a theoretical framework that proposes a more explicit structure for design reviews, deliberately addressing particular aspects of the design process. Ultimately, we suggest that instructors should be inquisitive about the students’ design approach, and that the students should take responsibility for reflectively articulating their design thinking and actions during design reviews

Distributed design studio: evaluation of three way collaboration

The Globally Distributed Design Studio (GDDS) was developed as a course in which students could practice virtual collaboration and designer-client interaction. Geographical distance was used to provide students with an experiential learning environment to prepare them for collaboration in a distributed product development process. The GDDS course was established between three universities. The results of a mid-term course evaluation show that most of the students found it an interesting and motivating experience and felt they had improved their skills for virtual teamwork and designer-client communication. In terms of the student feedback, the course can be seen as successful even more so for collaboration across greater distance

Outcomes from a distributed design studio

This exhibition aims to demonstrate the specific outcomes which have been generated by students participating in the Globally Distributed Design Studio course conducted across three universities, Delfit, Napier and Northumbria. The exhibition of the specific student outcomes from this course such as prototypes, models, design development concepts and briefs provides conference delegates with additional data regarding the Globally Distributed Design Studio course, thereby supplementing the accompanying paper which evaluates students' learning within this course. The Globally Distributed Design Studio course was developed with aim of providing students with skills in distance communication and distance teamwork. The basic idea was to set-up experiential learning environment and to link student product development teams around the globe in 'designer' and 'client' roles. It was anticipated that taking up the roles of both 'client' and 'designer' would encourage the embedding of design process stages in student practices, thereby enhancing student learning. The paper describes the details of the course structure, process and outcomes

Design theory and methodology ID4010 : course reader

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Design theory and methodology : course reader .

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