The Role of Personal and Pedagogical Factors in a Graduate Design Studio Environment

colin gray
colin grayAssistant Professor at Purdue University
The Role of Personal and Pedagogical
Factors in a Graduate Design Studio
Environment
Colin M. Gray

IST Conference
March 2, 2012
relevant literature
• A core studio design pedagogy has been implemented in a variety of fields
 (Shulman, 2005; Brandt, et al., 2008)



• Pedagogy moves the student toward mastery, linked to a change in their
  design thinking (Siegel & Stolterman, 2008; Cross, 2011)


• The studio as ”a coherent system of activity” (Shaffer, 2007)
what is “design thinking”
• Constructive in nature


• Addresses ill-defined (or “wicked”) problems


• Solution-focused


• Problem solving orientation

 —(Cross, 1982)
emergent themes
Environmental Factors                        Social Factors


 • Private & Public Space (Blevis, et al.,    • Willingness to give critique (Logan,
   2004; Reimer & Douglas, 2003)                2008; Wang, 2010)



 • Contrast to traditional classroom          • Willingness to receive critique
   space (Demirba & Demirkan, 2003)             (Danvers, 2003; Siegel & Stolterman, 2008)



 • Unfamiliar tools and norms (Buxton,
   2007; Cross, 2007; Mawson, 2003)



 • Complexity of technological tools
   (Kvan, 2001; Marx, 2000; Oxman, 2008)
emergent themes
Formative Factors                                  Evaluative Factors


 • Personal design knowledge (Cross,                • Public critique and feedback (Blevis,
   2011; Ledewitz, 1985)                              2010; Walliss & Greig, 2009)



 • Personal process (Boling & Smith,                • Self-reflection (Dorst, 2006; Schön, 1983)
   2010; Blevis & Siegel, 2005; Notess & Blevis,
   2004)
                                                    • Peer and mentor support (Ochsner,
                                                      2000; Wang, 2010)
 • Problem solving behaviors (Breslin &
   Buchanan, 2008; Cross, 2007)
participants
& context
• Human-Computer Interaction
  design (HCI/d) program in the
  School of Informatics


• First-year masters students


• HCI/d faculty
data collection
Students (6)


 • Longitudinal collection


 • Series of three one-hour
   semi-structured interviews


 • Online reflection blog


Faculty (3)


 • A one-hour semi-structured
   interview
methods
Grounded theory (Glaser & Strauss, 1999)


 - Emergent themes through constant comparative analysis


 - Themes from literature review


Critical theory analysis (Carspecken, 1996)


 - Interview strategies to obtain knowledge for which the interviewee
   has tacit awareness


 - Analysis of issues relating to power and identity
preliminary analysis
• Emergent themes from literature were evident


• New themes have emerged:


  - Interpersonal relationships in the studio environment


  - Cultural and experiential difference in team composition


  - Group work v. individual work


  - Importance of peer critique
interpersonal relationships
“They keep encouraging me, instead of um blaming on me that what you’ve
done wrong and they encourage me that you should do—you can do more,
you can achieve more.”


“... if I talk to my peers and I found some...some uh good point that I can
learn, then it’s...it’s inspired me most, then those people I read in...read in the
book or elsewhere.”
cultural/experiential difference
“I don’t know why but when I worked in China, I didn’t feel there were many
conflicts or quarrels between team members. I think we cooperated like
happy discussion. But when I came here...maybe because everyone is so
involved in it and they want to make an excellent brilliant design, and they all
believe their ideas is quite often to get conflict...”


“I’m just changing. I feel like I’m another person now. Before I come here
[from China]. Um, it’s changed my personality...”


“I’m seeing that [diversity is] a good thing, especially for team stuff, being
able to kind of specialize and uh, just get very diverse perspectives on stuff is
really interesting, because I mean, I see things very differently than a lot of
people in my teams do.”
group v. individual
• “... it’s sort of dawning on me that like there is myself as an individual
  designer and then like how I play in a group. [...] I hope I’ll get to focus on
  myself a little bit, but um it’s starting to occur to me that like, I want to focus
  on that and I need to focus on that.”


• “We came up with a few concepts as a group, maybe 10-15 total, like we
  were told for project four as a deliverable. And uh, the one the won, or the
  one that we all liked was the [...] one, the one I came up with.”
peer critique
• “Just sort of totally different sides when it comes to mentor critique. So, we
  take it with a grain of salt. Almost all of it. At least I do. [...] So, when you think
  about things in that way, and you start to understand like how people think,
  then you can exploit their opinion to help you work best. I think that’s a big
  message.”


• “I think it comes up a lot in terms of like critiquing other group members or
  our own process, or just kind of saying pros and cons of what we’ve done are
  and kind of—I feel like I’m usually good at giving critique...”
remaining analysis
• Third round of interview transcripts


• Verification of interview coding using student blog reflections


• Analysis of faculty interviews through the lens of student interview
  emergent codes
references
Blevis, E. (2010). Design challenge based learning (DCBL) and sustainable      Buxton, Bill (2007). Sketching User Experiences: Getting the Design Right
pedagogical practice. Interactions, 17(3), 64-69. doi:                         and the Right Design. San Francisco: Morgan Kaufmann.
10.1145/1744161.1744176
                                                                               Carspecken, P. F. (1996). Critical ethnography in educational research: A
Blevis, E., & Siegel, M. (2005). The explanation for design explanations. In   theoretical and practical guide. New York: Routledge.
11th international conference on human-computer interaction: Interaction
design education and research: Current and future trends.                      Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4),
                                                                               221-227.
Blevis, E., Rogers, Y., Siegel, M., Hazlewood, W., & Stephano, A. (2004).
Integrating HCI and design: HCI/d at IUB, a design education case story. In    Cross, N. (2007). Designerly ways of knowing. Basel, Switzerland:
Zimmerman, J., Evenson, S., Baumann, K., & Purgathofer, P. Workshop on         Birkhäuser.
the relationship between design and HCI. ACM CHI 2004 conference on
human factors and computing systems. Vienna, Austria.
                                                                               Cross, N. (2011). Design thinking: Understanding how designers think and
                                                                               work. Oxford: Berg.
Boling, E., & Smith, K. M. (2010). Intensive studio experience in a non-
studio masters program: Student activities and thinking across levels of
design. Proceedings of the Design Research Society International               Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on
Conference, Montréal, Canada. Retrieved from http://                           learning and teaching in art & design. International Journal of Art & Design
www.designresearchsociety.org/docs-procs/DRS2010/PDF/015.pdf                   Education, 22(1), 47-57.


Brandt, C., Cennamo, K., Douglas, S., McGrath, M., Reimer, Y., & Vernon,       Demirba, O. O., & Demirkan, H. (2003). Focus on architectural design
M. (2008, March). (De) coding the studio method to teach the design of         process through learning styles. Design Studies, 24(5), 437-456.
human-computer interaction. Paper presented at the 24th National
Conference on the Beginning Design Student, Atlanta, GA. Retrieved from        Dorst, K. (2006). Design problems and design paradoxes. Design Issues,
http://smartech.gatech.edu/bitstream/handle/1853/29133/22-243-1-               22(3), 4-17.
PB.pdf?sequence=2.
                                                                               Kvan, T. (2001). The pedagogy of virtual design studios. Automation in
Breslin, M., & Buchanan, R. (2008). On the case study method of research       Construction, 10(3), 345-353.
and teaching in design. Design Issues, 24(1), 36-40.
references
Ledewitz, S. (1985). Models of design in studio teaching. Journal of           Shaffer, D. W. (2007). Learning in design. In Foundations for the future in
Architectural Education, 38(2), 2-8.                                           mathematics education. (pp. 99-125). Lawrence Erlbaum.

Logan, C. (2008). Metaphor and pedagogy in the design practicum.               Shulman, L. S. (2005). Pedagogies of uncertainty. Liberal Education, 91(2),
International Journal of Technology and Design Education, 18(1), 1-17. doi:    18-26.
10.1007/s10798-006-9009-x
                                                                               Siegel, M. A., & Stolterman, E. (2008). Metamorphosis: Transforming non-
Marx, J. (2000). A proposal for alternative methods for teaching digital       designers into designers. In Undisciplined! Proceedings of the design
design. Automation in Construction, 9(1), 19-35. Mawson, B. (2003).            research society conference 2008. (pp. 378:1-13). Sheffield, UK: Sheffield
Beyond ‘the design process’: An alternative pedagogy for technology            Hallam University.
education. International Journal of Technology and Design Education, 13(2),
117-128.                                                                       Walliss, J., & Greig, J. (2009). Graduate design education: The case for an
                                                                               accretive model. International Journal of Art & Design Education, 28(3),
Notess, M., & Blevis, E. (2004). Integrating human-centered design             287-295. doi:10.1111/j.1476-8070.2009.01624.x
methods from different disciplines: Contextual design and principles. In
Proceedings of the design research society futureground 2004 conference.       Wang, T. (2010). A new paradigm for design studio education. International
Melbourne, Australia: Design Research Society.                                 Journal of Art & Design Education, 29(2), 173-183. doi:10.1111/j.
                                                                               1476-8070.2010.01647.x
Ochsner, J. K. (2000). Behind the mask: A psychoanalytic perspective on
interaction in the design studio. Journal of Architectural Education, 53(4),
194-206.

Oxman, R. (2008). Digital architecture as a challenge for design pedagogy:
Theory, knowledge, models and medium. Design Studies, 29(2), 99-120.

Reimer, Y. J., & Douglas, S. A. (2003). Teaching HCI design with the studio
approach. Computer Science Education, 13(3), 191-205.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new
design for teaching and learning in the professions. San Francisco: Jossey-
Bass.
questions
interview protocol
• How would you define the term “design”? How has your perception of design changed
  since our last interview?


• What external or internal factors affect the design process for you?


• Tell me about a design project you have worked on so far this semester. What frustrations
  and/or successes can you recall?


• What role has teamwork played in your design education this semester, if any? How did
  the team affect the design process?


• Have you had the opportunity to participate in critique, or have you had your design work
  critiqued? Tell me about that process.


• What factors have influenced you the most in your design process or as a designer so far
  this semester?
interview protocol (faculty)
• How would you define the term “design” in a general sense? In your specific discipline?


• What elements of your Master’s program contribute the most to educating effective design
  practitioners? Why?


• What specific things do you do in educating design students in your discipline, compared to
  the broader view of design education, if any?


• Is there an intended course sequence for first-year students? And if so, what role it that
  sequence intended to play in acculturating and/or developing first-year Master’s students?


• From your perspective, what internal and external factors influence your students as they
  develop as a design practitioner in the context of your Master’s program?


• Tell me about a project that you have used for first-year Master’s students in the past, and the
  planned role it plays in developing student design thinking. [Prompt from known student-
  referenced projects, if possible.]
1 of 19

Recommended

Design Thinking in a Graduate Design Studio: Personal and Pedagogical Factors by
Design Thinking  in a Graduate Design Studio: Personal and Pedagogical FactorsDesign Thinking  in a Graduate Design Studio: Personal and Pedagogical Factors
Design Thinking in a Graduate Design Studio: Personal and Pedagogical Factorscolin gray
1.1K views49 slides
Eastburn Thesis Panel Presentation by
Eastburn Thesis Panel PresentationEastburn Thesis Panel Presentation
Eastburn Thesis Panel PresentationSAIC
358 views14 slides
Systemic Design Principles & Methods ISSS 2014 by
Systemic Design Principles & Methods ISSS 2014Systemic Design Principles & Methods ISSS 2014
Systemic Design Principles & Methods ISSS 2014Peter Jones
8.1K views20 slides
Doing the history – collaborative group inculsive research self advocacy and ... by
Doing the history – collaborative group inculsive research self advocacy and ...Doing the history – collaborative group inculsive research self advocacy and ...
Doing the history – collaborative group inculsive research self advocacy and ...Christine Bigby
395 views19 slides
How aesthetics / beauty and usability influence each other in web design by
How aesthetics / beauty and usability influence each other in web designHow aesthetics / beauty and usability influence each other in web design
How aesthetics / beauty and usability influence each other in web designMatthias Schreck
3.4K views79 slides
Harpendia by
HarpendiaHarpendia
Harpendiaguestd2d2a9
1.5K views24 slides

More Related Content

Similar to The Role of Personal and Pedagogical Factors in a Graduate Design Studio Environment

Exploring the Lived Experience of Learners: Broadening our Understanding of A... by
Exploring the Lived Experience of Learners: Broadening our Understanding of A...Exploring the Lived Experience of Learners: Broadening our Understanding of A...
Exploring the Lived Experience of Learners: Broadening our Understanding of A...colin gray
886 views26 slides
Informal peer critique and the negotiation of habitus in a design studio (AEC... by
Informal peer critique and the negotiation of habitus in a design studio (AEC...Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
1.4K views37 slides
Activity design representations by
Activity design representationsActivity design representations
Activity design representationsAndrew Brasher
1.1K views13 slides
USG teaching & Learning Conference by
USG teaching & Learning ConferenceUSG teaching & Learning Conference
USG teaching & Learning ConferenceSeth Porter, MA, MLIS
117 views44 slides
Design-Based Research: A method for achieving impact in the real world by
Design-Based Research: A method for achieving impact in the real worldDesign-Based Research: A method for achieving impact in the real world
Design-Based Research: A method for achieving impact in the real worldGenevieve Lacerte Beninger, MBA
1.5K views21 slides
Mapping the Terrain of Design Thinking: Pedagogies & Outcomes by
Mapping the Terrain of Design Thinking: Pedagogies & OutcomesMapping the Terrain of Design Thinking: Pedagogies & Outcomes
Mapping the Terrain of Design Thinking: Pedagogies & OutcomesSystemic Design Association (SDA)
140 views34 slides

Similar to The Role of Personal and Pedagogical Factors in a Graduate Design Studio Environment(20)

Exploring the Lived Experience of Learners: Broadening our Understanding of A... by colin gray
Exploring the Lived Experience of Learners: Broadening our Understanding of A...Exploring the Lived Experience of Learners: Broadening our Understanding of A...
Exploring the Lived Experience of Learners: Broadening our Understanding of A...
colin gray886 views
Informal peer critique and the negotiation of habitus in a design studio (AEC... by colin gray
Informal peer critique and the negotiation of habitus in a design studio (AEC...Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...
colin gray1.4K views
Activity design representations by Andrew Brasher
Activity design representationsActivity design representations
Activity design representations
Andrew Brasher1.1K views
Experiences and open challenges teaching design by R. Sosa
Experiences and open challenges teaching designExperiences and open challenges teaching design
Experiences and open challenges teaching design
R. Sosa 1.2K views
Towards Design Thinking in Academic Staff Development by Daniela Gachago
Towards Design Thinking in Academic Staff DevelopmentTowards Design Thinking in Academic Staff Development
Towards Design Thinking in Academic Staff Development
Daniela Gachago1.5K views
Towards Design Thinking in Academic Staff Development by Daniela Gachago
Towards Design Thinking in Academic Staff DevelopmentTowards Design Thinking in Academic Staff Development
Towards Design Thinking in Academic Staff Development
Daniela Gachago280 views
References and Sources on Educational Design Research by Manuel Herrera
References and Sources on Educational Design ResearchReferences and Sources on Educational Design Research
References and Sources on Educational Design Research
Manuel Herrera271 views
Designing for TEL - Design-based research.pptx by Maha Al-Freih
Designing for TEL -  Design-based research.pptxDesigning for TEL -  Design-based research.pptx
Designing for TEL - Design-based research.pptx
Maha Al-Freih105 views
Instructional Design Presentation For Thunder Training 2009 by Lisa Taylor
Instructional Design Presentation For Thunder Training 2009Instructional Design Presentation For Thunder Training 2009
Instructional Design Presentation For Thunder Training 2009
Lisa Taylor644 views
Perspectives on Systemic Design: examining heterogeneous relevant literature ... by RSD7 Symposium
Perspectives on Systemic Design: examining heterogeneous relevant literature ...Perspectives on Systemic Design: examining heterogeneous relevant literature ...
Perspectives on Systemic Design: examining heterogeneous relevant literature ...
RSD7 Symposium1.3K views
Flores alex panelreview by Alex Flores
Flores alex panelreviewFlores alex panelreview
Flores alex panelreview
Alex Flores592 views
Research seminar lecture_1_educational_research_proposal_&_apa by Daria Bogdanova
Research seminar lecture_1_educational_research_proposal_&_apaResearch seminar lecture_1_educational_research_proposal_&_apa
Research seminar lecture_1_educational_research_proposal_&_apa
Daria Bogdanova298 views
How to redesign formal education supported by new technologies? Lunch Talks (... by Isa Jahnke
How to redesign formal education supported by new technologies? Lunch Talks (...How to redesign formal education supported by new technologies? Lunch Talks (...
How to redesign formal education supported by new technologies? Lunch Talks (...
Isa Jahnke541 views

More from colin gray

Critical pedagogy and the pluriversal design studio by
Critical pedagogy and the pluriversal design studioCritical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studiocolin gray
21 views22 slides
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy by
Critique Assemblages in Response to Emergency Hybrid Studio PedagogyCritique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogycolin gray
97 views23 slides
Cross-Cultural UX Pedagogy: A China–US Partnership by
Cross-Cultural UX Pedagogy: A China–US PartnershipCross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US Partnershipcolin gray
69 views13 slides
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo... by
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...colin gray
328 views19 slides
A Practice-Led Account of the Conceptual Evolution of UX Knowledge by
A Practice-Led Account of the Conceptual Evolution of UX KnowledgeA Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX Knowledgecolin gray
231 views35 slides
Analyzing Value Discovery in Design Decisions Through Ethicography by
Analyzing Value Discovery in Design Decisions Through EthicographyAnalyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through Ethicographycolin gray
232 views32 slides

More from colin gray(20)

Critical pedagogy and the pluriversal design studio by colin gray
Critical pedagogy and the pluriversal design studioCritical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studio
colin gray21 views
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy by colin gray
Critique Assemblages in Response to Emergency Hybrid Studio PedagogyCritique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
colin gray97 views
Cross-Cultural UX Pedagogy: A China–US Partnership by colin gray
Cross-Cultural UX Pedagogy: A China–US PartnershipCross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US Partnership
colin gray69 views
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo... by colin gray
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
colin gray328 views
A Practice-Led Account of the Conceptual Evolution of UX Knowledge by colin gray
A Practice-Led Account of the Conceptual Evolution of UX KnowledgeA Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
colin gray231 views
Analyzing Value Discovery in Design Decisions Through Ethicography by colin gray
Analyzing Value Discovery in Design Decisions Through EthicographyAnalyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through Ethicography
colin gray232 views
Ethical Mediation in UX Practice by colin gray
Ethical Mediation in UX PracticeEthical Mediation in UX Practice
Ethical Mediation in UX Practice
colin gray293 views
“What do you recommend a complete beginner like me to practice?”: Professiona... by colin gray
“What do you recommend a complete beginner like me to practice?”: Professiona...“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...
colin gray303 views
Supporting Distributed Critique through Interpretation and Sense-Making in an... by colin gray
Supporting Distributed Critique through Interpretation and Sense-Making in an...Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...
colin gray331 views
Distinctions between the Communication of Experiential and Academic Design Kn... by colin gray
Distinctions between the Communication of Experiential and Academic Design Kn...Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...
colin gray239 views
Generating Mobile Application Onboarding Insights Through Minimalist Instruction by colin gray
Generating Mobile Application Onboarding Insights Through Minimalist InstructionGenerating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
colin gray328 views
The Dark (Patterns) Side of UX Design by colin gray
The Dark (Patterns) Side of UX DesignThe Dark (Patterns) Side of UX Design
The Dark (Patterns) Side of UX Design
colin gray31.5K views
Forming A Design Identity in Computing Education Through Reflection and Peer ... by colin gray
Forming A Design Identity in Computing Education Through Reflection and Peer ...Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...
colin gray206 views
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc... by colin gray
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
colin gray212 views
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le... by colin gray
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
colin gray407 views
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr... by colin gray
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
colin gray455 views
What is the Nature and Intended Use of Design Methods? by colin gray
What is the Nature and Intended Use of Design Methods?What is the Nature and Intended Use of Design Methods?
What is the Nature and Intended Use of Design Methods?
colin gray581 views
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig... by colin gray
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...
colin gray1.3K views
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R... by colin gray
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...
colin gray1.2K views
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D... by colin gray
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...
colin gray455 views

Recently uploaded

Drama KS5 Breakdown by
Drama KS5 BreakdownDrama KS5 Breakdown
Drama KS5 BreakdownWestHatch
98 views2 slides
Ch. 8 Political Party and Party System.pptx by
Ch. 8 Political Party and Party System.pptxCh. 8 Political Party and Party System.pptx
Ch. 8 Political Party and Party System.pptxRommel Regala
54 views11 slides
S1_SD_Resources Walkthrough.pptx by
S1_SD_Resources Walkthrough.pptxS1_SD_Resources Walkthrough.pptx
S1_SD_Resources Walkthrough.pptxLAZAROAREVALO1
64 views57 slides
Structure and Functions of Cell.pdf by
Structure and Functions of Cell.pdfStructure and Functions of Cell.pdf
Structure and Functions of Cell.pdfNithya Murugan
719 views10 slides
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks Effectively by
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks EffectivelyISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks Effectively
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks EffectivelyPECB
623 views18 slides
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB... by
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...Nguyen Thanh Tu Collection
88 views113 slides

Recently uploaded(20)

Drama KS5 Breakdown by WestHatch
Drama KS5 BreakdownDrama KS5 Breakdown
Drama KS5 Breakdown
WestHatch98 views
Ch. 8 Political Party and Party System.pptx by Rommel Regala
Ch. 8 Political Party and Party System.pptxCh. 8 Political Party and Party System.pptx
Ch. 8 Political Party and Party System.pptx
Rommel Regala54 views
S1_SD_Resources Walkthrough.pptx by LAZAROAREVALO1
S1_SD_Resources Walkthrough.pptxS1_SD_Resources Walkthrough.pptx
S1_SD_Resources Walkthrough.pptx
LAZAROAREVALO164 views
Structure and Functions of Cell.pdf by Nithya Murugan
Structure and Functions of Cell.pdfStructure and Functions of Cell.pdf
Structure and Functions of Cell.pdf
Nithya Murugan719 views
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks Effectively by PECB
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks EffectivelyISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks Effectively
ISO/IEC 27001 and ISO/IEC 27005: Managing AI Risks Effectively
PECB 623 views
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB... by Nguyen Thanh Tu Collection
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
Class 9 lesson plans by TARIQ KHAN
Class 9 lesson plansClass 9 lesson plans
Class 9 lesson plans
TARIQ KHAN51 views
Monthly Information Session for MV Asterix (November) by Esquimalt MFRC
Monthly Information Session for MV Asterix (November)Monthly Information Session for MV Asterix (November)
Monthly Information Session for MV Asterix (November)
Esquimalt MFRC72 views
Pharmaceutical Inorganic chemistry UNIT-V Radiopharmaceutical.pptx by Ms. Pooja Bhandare
Pharmaceutical Inorganic chemistry UNIT-V Radiopharmaceutical.pptxPharmaceutical Inorganic chemistry UNIT-V Radiopharmaceutical.pptx
Pharmaceutical Inorganic chemistry UNIT-V Radiopharmaceutical.pptx
Ms. Pooja Bhandare113 views
Use of Probiotics in Aquaculture.pptx by AKSHAY MANDAL
Use of Probiotics in Aquaculture.pptxUse of Probiotics in Aquaculture.pptx
Use of Probiotics in Aquaculture.pptx
AKSHAY MANDAL119 views
AUDIENCE - BANDURA.pptx by iammrhaywood
AUDIENCE - BANDURA.pptxAUDIENCE - BANDURA.pptx
AUDIENCE - BANDURA.pptx
iammrhaywood117 views
CUNY IT Picciano.pptx by apicciano
CUNY IT Picciano.pptxCUNY IT Picciano.pptx
CUNY IT Picciano.pptx
apicciano54 views
Psychology KS4 by WestHatch
Psychology KS4Psychology KS4
Psychology KS4
WestHatch98 views
11.28.23 Social Capital and Social Exclusion.pptx by mary850239
11.28.23 Social Capital and Social Exclusion.pptx11.28.23 Social Capital and Social Exclusion.pptx
11.28.23 Social Capital and Social Exclusion.pptx
mary850239312 views
Sociology KS5 by WestHatch
Sociology KS5Sociology KS5
Sociology KS5
WestHatch85 views
Education and Diversity.pptx by DrHafizKosar
Education and Diversity.pptxEducation and Diversity.pptx
Education and Diversity.pptx
DrHafizKosar193 views

The Role of Personal and Pedagogical Factors in a Graduate Design Studio Environment

  • 1. The Role of Personal and Pedagogical Factors in a Graduate Design Studio Environment Colin M. Gray IST Conference March 2, 2012
  • 2. relevant literature • A core studio design pedagogy has been implemented in a variety of fields (Shulman, 2005; Brandt, et al., 2008) • Pedagogy moves the student toward mastery, linked to a change in their design thinking (Siegel & Stolterman, 2008; Cross, 2011) • The studio as ”a coherent system of activity” (Shaffer, 2007)
  • 3. what is “design thinking” • Constructive in nature • Addresses ill-defined (or “wicked”) problems • Solution-focused • Problem solving orientation —(Cross, 1982)
  • 4. emergent themes Environmental Factors Social Factors • Private & Public Space (Blevis, et al., • Willingness to give critique (Logan, 2004; Reimer & Douglas, 2003) 2008; Wang, 2010) • Contrast to traditional classroom • Willingness to receive critique space (Demirba & Demirkan, 2003) (Danvers, 2003; Siegel & Stolterman, 2008) • Unfamiliar tools and norms (Buxton, 2007; Cross, 2007; Mawson, 2003) • Complexity of technological tools (Kvan, 2001; Marx, 2000; Oxman, 2008)
  • 5. emergent themes Formative Factors Evaluative Factors • Personal design knowledge (Cross, • Public critique and feedback (Blevis, 2011; Ledewitz, 1985) 2010; Walliss & Greig, 2009) • Personal process (Boling & Smith, • Self-reflection (Dorst, 2006; Schön, 1983) 2010; Blevis & Siegel, 2005; Notess & Blevis, 2004) • Peer and mentor support (Ochsner, 2000; Wang, 2010) • Problem solving behaviors (Breslin & Buchanan, 2008; Cross, 2007)
  • 6. participants & context • Human-Computer Interaction design (HCI/d) program in the School of Informatics • First-year masters students • HCI/d faculty
  • 7. data collection Students (6) • Longitudinal collection • Series of three one-hour semi-structured interviews • Online reflection blog Faculty (3) • A one-hour semi-structured interview
  • 8. methods Grounded theory (Glaser & Strauss, 1999) - Emergent themes through constant comparative analysis - Themes from literature review Critical theory analysis (Carspecken, 1996) - Interview strategies to obtain knowledge for which the interviewee has tacit awareness - Analysis of issues relating to power and identity
  • 9. preliminary analysis • Emergent themes from literature were evident • New themes have emerged: - Interpersonal relationships in the studio environment - Cultural and experiential difference in team composition - Group work v. individual work - Importance of peer critique
  • 10. interpersonal relationships “They keep encouraging me, instead of um blaming on me that what you’ve done wrong and they encourage me that you should do—you can do more, you can achieve more.” “... if I talk to my peers and I found some...some uh good point that I can learn, then it’s...it’s inspired me most, then those people I read in...read in the book or elsewhere.”
  • 11. cultural/experiential difference “I don’t know why but when I worked in China, I didn’t feel there were many conflicts or quarrels between team members. I think we cooperated like happy discussion. But when I came here...maybe because everyone is so involved in it and they want to make an excellent brilliant design, and they all believe their ideas is quite often to get conflict...” “I’m just changing. I feel like I’m another person now. Before I come here [from China]. Um, it’s changed my personality...” “I’m seeing that [diversity is] a good thing, especially for team stuff, being able to kind of specialize and uh, just get very diverse perspectives on stuff is really interesting, because I mean, I see things very differently than a lot of people in my teams do.”
  • 12. group v. individual • “... it’s sort of dawning on me that like there is myself as an individual designer and then like how I play in a group. [...] I hope I’ll get to focus on myself a little bit, but um it’s starting to occur to me that like, I want to focus on that and I need to focus on that.” • “We came up with a few concepts as a group, maybe 10-15 total, like we were told for project four as a deliverable. And uh, the one the won, or the one that we all liked was the [...] one, the one I came up with.”
  • 13. peer critique • “Just sort of totally different sides when it comes to mentor critique. So, we take it with a grain of salt. Almost all of it. At least I do. [...] So, when you think about things in that way, and you start to understand like how people think, then you can exploit their opinion to help you work best. I think that’s a big message.” • “I think it comes up a lot in terms of like critiquing other group members or our own process, or just kind of saying pros and cons of what we’ve done are and kind of—I feel like I’m usually good at giving critique...”
  • 14. remaining analysis • Third round of interview transcripts • Verification of interview coding using student blog reflections • Analysis of faculty interviews through the lens of student interview emergent codes
  • 15. references Blevis, E. (2010). Design challenge based learning (DCBL) and sustainable Buxton, Bill (2007). Sketching User Experiences: Getting the Design Right pedagogical practice. Interactions, 17(3), 64-69. doi: and the Right Design. San Francisco: Morgan Kaufmann. 10.1145/1744161.1744176 Carspecken, P. F. (1996). Critical ethnography in educational research: A Blevis, E., & Siegel, M. (2005). The explanation for design explanations. In theoretical and practical guide. New York: Routledge. 11th international conference on human-computer interaction: Interaction design education and research: Current and future trends. Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4), 221-227. Blevis, E., Rogers, Y., Siegel, M., Hazlewood, W., & Stephano, A. (2004). Integrating HCI and design: HCI/d at IUB, a design education case story. In Cross, N. (2007). Designerly ways of knowing. Basel, Switzerland: Zimmerman, J., Evenson, S., Baumann, K., & Purgathofer, P. Workshop on Birkhäuser. the relationship between design and HCI. ACM CHI 2004 conference on human factors and computing systems. Vienna, Austria. Cross, N. (2011). Design thinking: Understanding how designers think and work. Oxford: Berg. Boling, E., & Smith, K. M. (2010). Intensive studio experience in a non- studio masters program: Student activities and thinking across levels of design. Proceedings of the Design Research Society International Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on Conference, Montréal, Canada. Retrieved from http:// learning and teaching in art & design. International Journal of Art & Design www.designresearchsociety.org/docs-procs/DRS2010/PDF/015.pdf Education, 22(1), 47-57. Brandt, C., Cennamo, K., Douglas, S., McGrath, M., Reimer, Y., & Vernon, Demirba, O. O., & Demirkan, H. (2003). Focus on architectural design M. (2008, March). (De) coding the studio method to teach the design of process through learning styles. Design Studies, 24(5), 437-456. human-computer interaction. Paper presented at the 24th National Conference on the Beginning Design Student, Atlanta, GA. Retrieved from Dorst, K. (2006). Design problems and design paradoxes. Design Issues, http://smartech.gatech.edu/bitstream/handle/1853/29133/22-243-1- 22(3), 4-17. PB.pdf?sequence=2. Kvan, T. (2001). The pedagogy of virtual design studios. Automation in Breslin, M., & Buchanan, R. (2008). On the case study method of research Construction, 10(3), 345-353. and teaching in design. Design Issues, 24(1), 36-40.
  • 16. references Ledewitz, S. (1985). Models of design in studio teaching. Journal of Shaffer, D. W. (2007). Learning in design. In Foundations for the future in Architectural Education, 38(2), 2-8. mathematics education. (pp. 99-125). Lawrence Erlbaum. Logan, C. (2008). Metaphor and pedagogy in the design practicum. Shulman, L. S. (2005). Pedagogies of uncertainty. Liberal Education, 91(2), International Journal of Technology and Design Education, 18(1), 1-17. doi: 18-26. 10.1007/s10798-006-9009-x Siegel, M. A., & Stolterman, E. (2008). Metamorphosis: Transforming non- Marx, J. (2000). A proposal for alternative methods for teaching digital designers into designers. In Undisciplined! Proceedings of the design design. Automation in Construction, 9(1), 19-35. Mawson, B. (2003). research society conference 2008. (pp. 378:1-13). Sheffield, UK: Sheffield Beyond ‘the design process’: An alternative pedagogy for technology Hallam University. education. International Journal of Technology and Design Education, 13(2), 117-128. Walliss, J., & Greig, J. (2009). Graduate design education: The case for an accretive model. International Journal of Art & Design Education, 28(3), Notess, M., & Blevis, E. (2004). Integrating human-centered design 287-295. doi:10.1111/j.1476-8070.2009.01624.x methods from different disciplines: Contextual design and principles. In Proceedings of the design research society futureground 2004 conference. Wang, T. (2010). A new paradigm for design studio education. International Melbourne, Australia: Design Research Society. Journal of Art & Design Education, 29(2), 173-183. doi:10.1111/j. 1476-8070.2010.01647.x Ochsner, J. K. (2000). Behind the mask: A psychoanalytic perspective on interaction in the design studio. Journal of Architectural Education, 53(4), 194-206. Oxman, R. (2008). Digital architecture as a challenge for design pedagogy: Theory, knowledge, models and medium. Design Studies, 29(2), 99-120. Reimer, Y. J., & Douglas, S. A. (2003). Teaching HCI design with the studio approach. Computer Science Education, 13(3), 191-205. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey- Bass.
  • 18. interview protocol • How would you define the term “design”? How has your perception of design changed since our last interview? • What external or internal factors affect the design process for you? • Tell me about a design project you have worked on so far this semester. What frustrations and/or successes can you recall? • What role has teamwork played in your design education this semester, if any? How did the team affect the design process? • Have you had the opportunity to participate in critique, or have you had your design work critiqued? Tell me about that process. • What factors have influenced you the most in your design process or as a designer so far this semester?
  • 19. interview protocol (faculty) • How would you define the term “design” in a general sense? In your specific discipline? • What elements of your Master’s program contribute the most to educating effective design practitioners? Why? • What specific things do you do in educating design students in your discipline, compared to the broader view of design education, if any? • Is there an intended course sequence for first-year students? And if so, what role it that sequence intended to play in acculturating and/or developing first-year Master’s students? • From your perspective, what internal and external factors influence your students as they develop as a design practitioner in the context of your Master’s program? • Tell me about a project that you have used for first-year Master’s students in the past, and the planned role it plays in developing student design thinking. [Prompt from known student- referenced projects, if possible.]

Editor's Notes

  1. \n
  2. \n
  3. \n
  4. \n
  5. \n
  6. \n
  7. \n
  8. \n
  9. \n
  10. \n
  11. \n
  12. \n
  13. \n
  14. \n
  15. \n
  16. \n
  17. \n
  18. \n
  19. \n