An Exploration of the Roles Values Play in Design Decision-Making

The paper presents the findings of a study into design decision-making and specifically the use of values during design decision-making. It briefly describes the development of a taxonomy of values used in design decision-making developed from a series of pilot interviews, protocol analysis and focus groups. This was necessary because although the values agenda is not new, previous studies were found to have gaps, or did not reflect the current state of play. From this more in-depth case studies were carried out to explore the influence of values in design decision-making. Eight designers were asked to design a lectern out of sustainable materials. They were given one day to complete the project. For one hour during the day they were asked to ‘talk aloud’ while being videoed, also known as concurrent verbalisation and protocol analysis. They also took part in a 40 minute retrospective interview about their design work, at the end of the day. One designer was asked to complete a ten day design project in order to verify the results against a longitudinal project. They also took part in a 40 minute retrospective interview at the end of the project. The paper presents some of the rich data collected during the study. And illustrates the ability to research the role of values in design decision-making. The data generated shows values driving many of the decisions designers make including the way in which they cognitively organise their design activity and through which they can reduce avenues of enquiry. Keywords: Design Decision-Making, Knowledge, Skills, Values, Empirical Evidence, Research Methods</p

Imagining the Ecologies of Autism

Imagine a child who does not communicate verbally, does not engage in eye contact, meaningful interaction with their physical environment, families or peer group, and who apparently displays no imagination. Imagine a child engaging in repetitive actions such as rocking, hand flapping or spinning, seeking sensory stimulation through head banging and tasting non-edible items (pica). Imagine a child locked in their own world. This is classic autism, an enigma which continues to frustrate, frighten yet fascinate. Yet this condition is not ‘beyond remediation’ (Baron-Cohen et alia: 2009). This article is the story of a cross-cultural exchange, perhaps better described as a mutual imbrication, between the ‘neurodiverse’ community of autists and the ‘neurotypical’ communities most of us inhabit

An evaluation of a pilot CPD activity to support the development of D&T subject networks in secondary schools

This paper summarises the key findings of an evaluation of a pilot CPD project to support the development of innovative curriculum materials and CPD activities. It explores how the technologies available through CAD/CAM and EiSS can be mutually supportive and help teachers to develop KS3 activities that involve designing and making a functional electronic product to a high standard using CAD/CAM and PIC technologies. The paper introduces the pilot project and outlines the methodology used for both the project and for the evaluation of the project. An outline of events is presented along with a short description of the four schemes of work that were developed and trialled. A summary of the findings from the evaluation is then presented. These are divided into. • Development of subject knowledge; • Development of pedagogic knowledge; • Adaptation based on school centred knowledge; • Outcomes of student interaction, and; • Discussion on integrating CAD/CAM and electronics

The role of values in design decision-making

The paper presents the findings of a PhD study into design decision-making and specifically the use of values during design decision-making. Firstly it presents a model of design decision-making as a combination of the use of knowledge, skills and values and discusses a selection of the associated literature. It then describes the development of a taxonomy of values used in design decision-making developed from a series of pilot interviews, protocol analysis and focus groups. This was necessary because although the values agenda is not new, previous studies were found to have gaps, or did not reflect the current state of play. From this more in-depth case studies were carried out to explore the influence of values in design decision-making. Eight designers, ranging from A-level students to professionals were asked to design a lectern out of sustainable materials. They were given one day to complete the project. For one hour during the day they were asked to ‘talk aloud’ while being videoed, also known as concurrent verbalisation and protocol analysis. They also took part in a 40 minute retrospective interview about their design work, at the end of the day. One professional was also asked to complete a ten day design project in order to verify the results against a longitudinal project. They also took part in a 40 minute retrospective interview at the end of the ten day period. The results were analysed using the new taxonomy as a coding system. The study illustrates the ability to research the role of values in design decision-making using a variety of techniques. The data generated shows values driving many of the decisions designers make including the way in which they cognitively organise their design activity and through which they can reduce avenues of enquiry. The paper discusses the key influences of both internal and external values, and similarities and differences between participants. Finally the paper discusses how these findings may contribute to the development of design and technology education and outlines possibilities for future work

Reinventing refills: guidelines for design

This paper presents findings from a DEFRA funded collaborative research project run by Loughborough Design School in collaboration with Boots Alliance GmbH, and presents guidelines for design teams regarding the design of successful, sustainable, refillable packaging. The study focused on ‘body wash’ products in the area of personal care. A broad range of qualitative methods were used to create a background framework, develop design concepts and test the viability of the design solutions. Two concepts were turned into high fidelity prototypes and tested in multi-activity user focus groups. The prototypes were evaluated from an environmental perspective using the Eco Indicator 99. Discussion is focused around general findings regarding refillable packing and also on specific findings related to ‘concentrates mixed in the parent pack’. The findings from this study have increased understanding about the potential implications of refillable packaging and how it might be successfully utilised by business. A range of guidelines for the design of refills have been identified. Further a more detailed understanding of consumer perceptions, business challenges/opportunities and environmental savings associated with ‘concentrated refills that are mixed in the parent pack’, has been identified. It has been seen that to be successful refills must offer good quality; be very easy to use and appropriately delivered; be clearly communicated; be offered through a brand consumers like; and represent good value, whilst radically reducing the amount of packaging manufactured and distributed. Incorporating carefully considered consumer and environmental needs into the brief is critical to the successful development of refillable packaging

War, Revolution and Design: exploring pedagogy, practice based research and costume for performance through the Russian avant-garde theatre

This article recounts an edited conversation that took place at the V & A symposium ‘Russian Avant-garde Theatre: War Revolution and Design’ held on the 24 January 2014, which accompanied the exhibition of the same name. Fashion historian Amber Jane Butchart (V&A and London College of Fashion, University of the Arts London) led Melissa Trimingham (University of Kent) and Donatella Barbieri (London College of Fashion, University of the Arts London) in a conversation discussing the relationship of Russian costume design with the avant-garde in early Modernism across Europe

Content model as a tool for re-designing services at transformational level: case study of Education for Sustainable Development (ESD)

Service Designers have been working in organisations at a transformational level using tools and methods that primarily focus on the needs of the individuals. Change theories suggest that for transformational change to take place in organisations, change in individuals needs to happen in relation to change at organisational level. Thus service designers need knowledge that enables them to envision what change may look like at an organisational level. This paper presents a case study of a content model that was developed as part of the design research to represent such knowledge. The model represents education for sustainable development (ESD) as a vision of a new service provided by schools to students. It draws on empirical data collected from five schools, organisational change theory and service thinking to show the service/user relationship that needs to be developed at a school level to move schools towards the provision of ESD. The model was tested with seven service designers through in-depth interviews. The findings support understanding and usability of the model in the design process as a tool for transformation but also highlight barriers that a model as a stand-alone tool presents. Wider issues in relation to service designers engaging with transformational change within schools are also discussed