Mid- to Late Holocene geomorphodynamics in a long-term settled mountain catchment in the Pergamon micro-region, western Turkey

From 300 BC to AD 300, the city of Pergamon underwent a profound transformation that impacted the rural settlement patterns and the concomitant geomorphodynamics. We present a geoarchaeological study in a long-term settled catchment in the Pergamon micro-region to disentangle the Holocene geomorphodynamics and triggering factors, for example, climate change and human activity. The analyses of eight radiocarbon-dated sediment profiles from the Tekkedere alluvial fan and its catchment indicate four principal sedimentation phases. Phase 1 (ca. 6.2 to 5–4 ka) is dominated by the floodplain aggradation of the receiving Bakırçay River, which is followed by the formation of floodplain soils (phase 2). Substantial geomorphodynamic changes occurred around 4 ka (phase 3), when the edge of the floodplain was buried by fan sediments of the tributary Tekkedere creek. This is attributed to supraregional aridization and rapid climate change events, superimposed by the onset of local human activities. Repeated cycles of coarse- and fine-textured fan sediments with age inversions after ca. 3.8 ka and valley infills younger than 1300 yr BP indicate the strong erosion and redeposition of sediments in phase 4. These increased geomorphodynamics may coincide with the changing settlement pattern and thus reflect human–environment interactions

An Initial Model for Generative Design Research: Bringing together Generative Focus Group (GFG) and Experience Reflection Modelling (ERM)

Understanding people’s experiences and the context of use of a product at the earliest stages of the design process has in the last decade become an important aspect of both the design profession and design education. Generative design research helps designers understand user experiences, while also throwing light on their current needs, preferences and future expectations. In this paper, two complementary methods, namely the Generative Focus Group (GFG) approach and Experience Reflection Modelling (ERM), will be presented through a research case focusing on the development of sustainable design considerations in the areas of effective use of resources, and product maintenance and repair. The first method makes use of generative tools (i.e. diaries and timelines) to gain feedback from a group of experienced users. It facilitates group discussions and enables engaging user participation to develop potential design directions. In contrast, the second method utilizes a special toolkit of abstract two- and three-dimensional product parts to reveal the needs, preferences, and expectations of the individual in a more in-depth manner, with the intention being to further explore the insights and design directions that emerged during the application of the first method. This paper proposes an initial model that brings together these two methods, incorporating generative tools and techniques that are adaptable, participatory and engaging, and discusses their implications for design education

Experience Reflection Modelling (ERM): a reflective medium encouraging dialogue between users and design students

Experience reflection modelling (ERM) as a design research method emerges out of participatory and generative research approaches. It includes tools and techniques that are put together strategically to enable the involvement of people in the early stages of the design process, connecting students and people by creating an effective medium for the knowledge transfer. In design education, ERM focuses on bridging the gap between the early stages of the design process and idea generation by providing students with techniques for revealing user knowledge, and encouraging them to combine design and user knowledge in the development of design solutions. This paper presents the ERM method, and explains its implications for an educational project and a field study. The intention in the study is to gain insights into ERM and to obtain students' reflections so as to develop it in such a way that it enriches student engagement. The study explores the motives and obstacles for each of the ERM phases; the factors affecting student engagement during their use of the method; its implications for idea generation; and the design students' intentions to use ERM in future design practice. The paper concludes with the suggestions and insights for ERM's further development

Experience reflection modelling as a generative research method in an educational case for sustainable product design

A generative research method, namely Experience Reflection Modelling (ERM), has been developed aimed at helping students explore and reflect upon design considerations for sustainability in the idea generation phase of a design process. ERM has been integrated into a product design for sustainability project as part of the design education in the Department of Industrial Design at Middle East Technical University. This paper begins by providing an overview of the generative research approach, explaining its significance and implications for the design process. This will be followed by a presentation of the My Sustainable Mini Oven project, explaining the main design considerations (i.e., engaging design solutions, product maintenance and repair, and effective use of resources). Concurrently, it will present the tools and techniques involved in the ERM method (i.e., interviewing, three-dimensional modelling, and video recording and analysis techniques), its phases (i.e., preparation, session and analysis) and its implications for the development of sustainable design solutions. Finally, conclusions will be drawn and insights will be made into the further development of the ERM method

Integration of Generative Research and Sustainability into the Product Design and Development Process

To explore the relationships between the generative research and design for sustainability at the idea generation phase of the design process, a design research method that emerges from generative research approach “Experience Reflection Modeling” (ERM) has been developed and integrated into a design for sustainability project within the context of design education in the Department of Industrial Design at the Middle East Technical University (METU). The ERM method brings together 3D modelling, interview and video recording techniques to help user reflect her/his needs, experiences, preferences and expectations regarding a product lifespan. This method focuses on integrating user observations with the idea generation phase of the product design and development process. This paper presents initial conclusions and findings from a doctoral study with an emphasis on the development of the ERM method. Firstly, it will provide an overview of the generative research with a particular focus on the ERM involving people in the early stages of the design process. Then, it will present “My Sustainable Mini Oven” project and its sustainable design considerations. Subsequently, the paper will illustrate how these considerations (e.g. engaging design solutions, energy consumption, product maintenance and repair, etc.) are integrated into the ERM method. Finally, further conclusions and insights in terms of the relationships between the ERM and sustainability will be discussed

Yaratıcı Tasarım Araştırması Yöntemi Olarak 'Deneyim Yansıtma Modellemesi' ve Sürdürülebilirlik için Tasarım

Bu bildiri, “Deneyim Yansıtma Modellemesi” (DYM) olarak adlandırdığımız bir yaratıcı tasarım araştırması yönteminin geliştirilmesini ve uygulanmasını ele almaktadır. DYM, kullanıcıyı aktif olarak sürece katan üç boyutlu modelleme, görüşme ve video kaydı tekniklerini bir arada kullanan bir yöntemdir; tasarım sürecinin ilk aşamalarında kullanıcının belli bir ürünle ilgili fikirlerini, deneyimlerini, ihtiyaçlarını ve tercihlerini üç boyutlu modelleme yoluyla yansıtmasını sağlar. Bu yöntem, Orta Doğu Teknik Üniversitesi Endüstri Ürünleri Tasarımı Bölümünde, Profilo ile işbirliğiyle yürütülen sürdürülebilirlik için tasarım odaklı bir mini fırın eğitim projesinde geliştirilmiş ve uygulanmıştır. DYM sürecinin tasarım sürecine benzer şekilde üç boyutlu modellemeyi içermesi, yöntemin tasarım eğitiminde kullanılmasını ve öğrenciler tarafından benimsemesini kolaylaştırmıştır; DYM yöntemi, öğrencilerin kullanıcıları bütünsel ve derinlikli bir şekilde anlamalarını ve kullanıcı deneyimine odaklanan bir yaklaşımla fikir geliştirmelerini desteklemiştir. DYM’nin, sürdürülebilirlik ölçütlerinin ürünün tüm yaşam döngüsü düşünülerek tasarım sürecine dahil edilmesini sağlaması ve tasarımın erken aşamalarında kullanıcıların sürece etkin katılımını olanaklı kılması, yenilikçi sürdürülebilir tasarım çözümlerinin geliştirilmesini desteklemiştir

Evolving Paths:Undergraduate Design Education through Graduate and Generative Research with a Particular Focus on Sustainability

Design considerations that take into account the diverse issues of sustainability have become a central source of inspiration for third-year design students in the Department of Industrial Design at Middle East Technical University. These considerations include the development of products that can evolve in line with local needs, product maintenance, repair and upgrade, and the effective use of resources and have been integrated into various design projects relating to diverse product sectors (e.g. small household appliances, bathroom tiles and accessories). While engaged in these projects, the graduate students focused on and developed a generative design research method and an innovative idea generation tool that helped the design students better understand and incorporate these considerations into the idea generation phase of the design process. This paper presents suggestions for and insights into the means of bringing together undergraduate education and graduate research by providing examples from design education cases