Supportive Resources: Mastering the Art of Making Sense

This paper questions the nature of qualitative user studies as currently applied in the context of experience-centered design. We suggest that conceiving knowledge as if it were an entity that can be captured in some form and transferred unchanged oversimplifies the situation in the case of design, and, for the purpose of opening a dialogue on the topic is problematic. We put forward an alternative perspective, that of supportive resources, which go beyond social science-based approaches, such as user studies, to focus on the forming of knowledge by designers. Supportive resources are intended to inspire, but equally they are intended to help frame, guide and support the design process in a non-prescriptive way. Designers can apply them as needed to support existing approaches. In order to better describe supportive resources and their role in design, the authors present four examples from projects currently being undertaken by the authors; storytelling, language and touch, material knowledge, and video

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Supportive Resources

Designers face a twofold issue when it comes to the use of qualitative user methods – identifying potentially valuable material, then transferring this material into a design context. This is further complicated by the material being captured in a range of forms and media that designers cannot interpret directly for their use. These issues of sense-making and language arise in any situation where design draws on external materials. ‘Knowledge’ produced in qualitative user studies is just one of many assets on which a designer will base his or her design decisions. Our research deals with gathering insights that support designers doing their work. we are concerned not only with identifying and gathering information and insights for design knowledge production, but supporting their use by design through processes such as selecting, editing, and interweaving them into the design process. we call these supportive resources (expanding on Woolrych et al. (2011))