Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom

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Preliminary presentation of the paper to be presented in the DRS Conference - Cumulus 2013. …

Preliminary presentation of the paper to be presented in the DRS Conference - Cumulus 2013.

Sosa Tzec, O., Beck, J. E., Siegel, M. A. (2013) Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom. DRS // CUMULUS 2013. 2nd International Conference for Design Education Researchers.

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  • 1. Building the Narrative Cloud:Reflection and Distributed Cognitionin a Design Studio ClassroomOmar Sosa Tzec – Jordan E. Beck – Martin A. SiegelIndiana University, BloomingtonSchool of Informatics and Computing s sSpring 2013 s
  • 2. what is this about?We introduce a pedagogical approach forHuman-Computer Interaction Design (HCI/d)based on narratives to be employed in adesign studio [course].In this approach the narratives are seen as atool for supporting the learning process ofHCI/d students to become designers.
  • 3. Student s path as a designer
  • 4. No-designer HCI Designer s s path as a designer
  • 5. s path as a designerThe studio as a HCI/dlearning environment * Design Thinking * Sets of design competency * Repertoire
  • 6. s path as a designerThe studio as a HCI/dlearning environment narratives as a tool
  • 7. sense of agency Understanding of technology that benefits humans d
  • 8. the role of narrativesIn this approach, the instructor selects aconcept that it’s believed to contribute inthe conformation of the students’ agencyas [future] designers.Narratives are used to convey these conceptsand to engage the students into reflectionduring the lecture stage of the studio.
  • 9. the role of narratives (cont.)We call these conceptsConcept Independent Concept (CIC). cic
  • 10. The design studiocic 1 time
  • 11. The design studionarrativecic 1 time
  • 12. The design studio narrative cic 2narrativecic 1 time
  • 13. The design studio narrative cic 2narrative 1 narrative 2 cic 1 cic 1 time
  • 14. narratives: typology cic Oral Video Musical Narratives Narratives Narratives
  • 15. narratives: composition* Characters* Setting* Actions* Time Pins* Objects* Emotions* Intentions* Values
  • 16. Maya LinCreditsMaya Lin: Veteran’s War Memorial:
  • 17. “You know, I couldn’t help but think that,she was so young and early in her career,inexperienced, really. A student still.And yet she still had the courage to believein her design. I wonder if I could do that” graduate student of hci/d studio
  • 18. reflection-in-narrative i content-independent concept s s s instructor students studio
  • 19. reflection-on-narrative ? i communal reflection zone s s s studio
  • 20. the narrative cloudThe narrative cloud is envisioned as the highestlevel on which we can model the learning experienceas narrative.In the narrative cloud, the instructor abdicatessole authorship. In the narrative cloud, stories act on,are acted upon, and complement each other.
  • 21. T s s si s s s i s s si s s s s
  • 22. conclusionsWe introduced an HCI/d pedagogical approach to beapplied in a studio-based course (Schön, 1987).This approach employs narratives as a means to conveycontent-independent concepts. These stories gather ina conceptual space we call the narrative cloud, andthey serve to engage students into self-reflection.
  • 23. conclusions (cont.)This self- reflection motivates achievement of twostudent goals:(1) empowerment of the individual as designer, and(2) cultivation of consciousness about the nature ofbeing a designer.
  • 24. limitations* Students may have difficulty comprehending anarrative-based approach in a studio.* This approach doesn’t instruct design principlesper se.* This approach doesn’t fit in every curriculum,neither does it fit every instructor.
  • 25. future work* How to build a framework for practical use? * When to consider the narrative cloud? * What are the implication of use? * What are the general impilcations in pedagogy?
  • 26. Through the process of exchanging stories and inquiringinto the meaning of those stories, a natural shift occurswhereby students no longer speak of the stories themselves.The students begin to speak of themselves in relationto the stories. They begin speaking about stories in terms oftheir personal experiences. They seek meaning in themselves.They strengthen and refine their sense of agency by composingtheir own life narratives. In the end, the students are the story.
  • 27. Thank you!