The document describes design-based research and narrative ecology as a design experiment. It discusses how design-based research is carried out to explore how technological innovations affect learning and interaction. The goal is to engineer innovative learning environments while understanding aspects of human cognition and learning. Characteristics of design experiments are that they are mediated by technology, embedded in social contexts, can test new learning paradigms, and create scientific understanding of learning. Challenges include complexity, large amounts of data, and comparing across designs.
In this Power Hour session, Laurent Bernard will introduce Steelcase’s Workplace Future team, while Joyce Bromberg will discuss how the global office furniture manufacturer uses its human-centered design research methodology to design a corporate learning classroom that enables social learning and the co-creation of content. She will focus on the power of compelling stories and photos to help achieve change inside an organization.
Joyce Bromberg, Director of WorkSpace Futures, Steelcase Inc.
Toward A Constraint-Oriented Pragmatist Understanding Of Design CreativityPeter Dalsgaard
Slides from our presentation of the paper Toward A Constraint-Oriented Pragmatist Understanding Of Design Creativity at the International Conference on Design Creativity (ICDC) in Glasgow, September 2012. The paper explores the potentials of pragmatist philosophy to enrich the discourse on design creativity in general and the concept of constraints specifically. We argue that pragmatism can inspire and inform the study of constraints in design creativity by offering a coherent and well-developed frame of understanding how designerly inquiry unfolds as a complex interplay between the designer and the resources at hand in the situation, which may continuously alternate between constraining and enabling roles, or even take on both roles simultaneously.
In this Power Hour session, Laurent Bernard will introduce Steelcase’s Workplace Future team, while Joyce Bromberg will discuss how the global office furniture manufacturer uses its human-centered design research methodology to design a corporate learning classroom that enables social learning and the co-creation of content. She will focus on the power of compelling stories and photos to help achieve change inside an organization.
Joyce Bromberg, Director of WorkSpace Futures, Steelcase Inc.
Toward A Constraint-Oriented Pragmatist Understanding Of Design CreativityPeter Dalsgaard
Slides from our presentation of the paper Toward A Constraint-Oriented Pragmatist Understanding Of Design Creativity at the International Conference on Design Creativity (ICDC) in Glasgow, September 2012. The paper explores the potentials of pragmatist philosophy to enrich the discourse on design creativity in general and the concept of constraints specifically. We argue that pragmatism can inspire and inform the study of constraints in design creativity by offering a coherent and well-developed frame of understanding how designerly inquiry unfolds as a complex interplay between the designer and the resources at hand in the situation, which may continuously alternate between constraining and enabling roles, or even take on both roles simultaneously.
Summary of the Delivering Web To Mobile report. See http://www.jisc.ac.uk/events/2012/05/webinarwebapplications.aspx for a recording of the talk along with the slides and http://blog.observatory.jisc.ac.uk/2012/05/09/final-release-of-techwatch-report-delivering-web-to-mobile/ for the original report.
A presentation I've giving May 15th for the PACE graduation. PACE is the Program for Acceleration in Careers of Engineering, a science and engineering awareness program in which professionals volunteer their time to work with local minority high school students to help prepare them for technical careers. In this presentation, I detail the journey of Eduardo Padron, the inspiring President of Miami Dade College
Turning The Channel On - Online Marketing for SMBLinda Groendyke
online marketing overview for small and medium businesses that covers local search, websites, email and social media tools such as facebook and LinkedIn
Lift08 Workshop led by Thomas Purves Deck produced during the workshop Open and the Future of Wireless at Lift08 and led by Thomas Purves. A group of two dozen telecom industry veterans, entrepreneurs, interactive designers and other Lifters gathered for 3 hours at Lift 08 discuss an idea of Lift and the future of wireless. There was of course an ulterior motive, which was to inform and inspire a wireless future for Canada base on the ideas and experience of European and International mobile innovators.
This slide deck was assembled collaboratively with workshop contributions in blue.
Summary of the Delivering Web To Mobile report. See http://www.jisc.ac.uk/events/2012/05/webinarwebapplications.aspx for a recording of the talk along with the slides and http://blog.observatory.jisc.ac.uk/2012/05/09/final-release-of-techwatch-report-delivering-web-to-mobile/ for the original report.
A presentation I've giving May 15th for the PACE graduation. PACE is the Program for Acceleration in Careers of Engineering, a science and engineering awareness program in which professionals volunteer their time to work with local minority high school students to help prepare them for technical careers. In this presentation, I detail the journey of Eduardo Padron, the inspiring President of Miami Dade College
Turning The Channel On - Online Marketing for SMBLinda Groendyke
online marketing overview for small and medium businesses that covers local search, websites, email and social media tools such as facebook and LinkedIn
Lift08 Workshop led by Thomas Purves Deck produced during the workshop Open and the Future of Wireless at Lift08 and led by Thomas Purves. A group of two dozen telecom industry veterans, entrepreneurs, interactive designers and other Lifters gathered for 3 hours at Lift 08 discuss an idea of Lift and the future of wireless. There was of course an ulterior motive, which was to inform and inspire a wireless future for Canada base on the ideas and experience of European and International mobile innovators.
This slide deck was assembled collaboratively with workshop contributions in blue.
What is design thinking and why educators should care about itYew Leong Wong
A deck of slides that explains the basic concepts of design thinking and makes a case for teaching design thinking, especially its ethical dimensions, in schools.
A presentation I gave on design thinking for technology, business, and entrepreneurship students at NYU.
These slides were accompanied by a lot of group participation, Q&A, and a design challenge, so some slides may feel a little sparse.
These slides are adapted from a design thinking presentation co-authored with Melanie Kahl in 2011. Thanks for viewing!
Talk at the UAlberta Students Design Association onDesign series about user experience, what it is, and how upcoming visual and industrial designers can get involved in UX.
Pushing at the Margins: Intentional Innovation for ManagersEd Rodley
My MCN2017 presentation, "Pushing at the Margins: Intentional Innovation for Managers" Also check out the series of blog posts that I wrote to help figure out my talk.
Part One: Transformation vs. Change
https://exhibitdev.wordpress.com/2017/09/28/useful-dialectics-part-one-transformation-vs-change/
Part Two: Design vs. Tradition https://exhibitdev.wordpress.com/2017/10/02/useful-dialectics-part-two-design-vs-tradition/
Part Three: Hierarchy vs. Network https://exhibitdev.wordpress.com/2017/10/10/useful-dialectics-part-three-hierarchy-vs-network/
Part Four: Literacy vs. fluency -
https://exhibitdev.wordpress.com/2017/10/23/useful-dialectics-part-four-literacy-vs-fluency/
Part Five: Culture vs Values -
https://exhibitdev.wordpress.com/2017/10/30/useful-dialectic-part-five-culture-vs-values/
Worksheet for 'mini-workshop' on insights from current developments and practice in enterprise-architecture (BCS-EA conference, London, October 2012)
This worksheet should be used in parallel with the associated presentation. The main part of the presentation is split into eight 'chunks', each tackling a single 'lesson-learnt' from trying to explain EA themes to others in real-world EA practice. Each 'chunk' is timed as around two minutes of background and overview (the bulk of the slides, between the respective 'Challenge' and 'Practice'), and then four minutes pair-discussion around the questions summarised on the respective 'Practice' slide. With two minutes at the start for overall lead-in, and ten minutes at the end for general discussion about what came up for participants during the Practice sections, this fits exactly into a one-hour time-slot. This worked very well for that conference, but do feel free to adapt the timings for your own needs as appropriate.
Use this worksheet to document the respective Practice sections. The large symbol in the middle of the open space below item #3 ("It depends...") represents a single service - of any kind, anywhere in the enterprise, and at any level, from business-service right down to low-level web-service - that you can use as a base from which to model relationships and interdependencies between services.
(See http://www.slideshare.net/tetradian/lessonslearnt-in-ea-articulation for the associated presentation.)
Michelin Using TRIZ in the Product Development of Tweel Richard Platt
This is a presentation on How Michelin Tires used TRIZ to develop their Tweel design that has been making its way into the commercial market for its application on multiple automotive and wheeled vehicle applications
Teaching with Technology Semnar 2 Sept 09JP Bosman
Presentation given at the Teaching with Technology seminar on 2 September 2009 giving some random thoughts on the influence of using technology in teaching on the way we teach and the way students learn.
Facilitating Complexity: A Pervert's Guide to ExplorationWilliam Evans
A talk given at the Melbourne Cynefin meetup. A set of riffs on how to facilitate teams exploring the Complex Domain.
Will Evans explores the convergence of practice and theory using Lean Systems, Design Thinking, DevOps, and LeanUX with global corporations from NYC to Berlin to Singapore. As Chief Design Officer at PraxisFlow, he works with a select group of corporate clients undergoing Lean and Agile transformations across the entire organization. Will is also the Design Thinker-in-Residence at New York University's Stern Graduate School of Management.
Will was previously the Managing Director of TLCLabs, the world's leading Lean Design Innovation consultancy where he brought LeanUX and Design Thinking to large media, finance, and healthcare companies.
Before TLC, he led experience design and research for TheLadders in New York City. He has over 15 years industry experience in service design innovation, user experience strategy and research. His roles include directing UX for social network alanysis & terrorism modeling at AIR Worldwide, UX Architect for social media site Gather.com, and UX Architect for travel search engine Kayak.com. He worked at Lotus/IBM where he was the senior information architect working in Knowledge Management, and for Curl - a DARPA-funded MIT project when he was at the MIT Laboratory for Computer Science.
He lives in New York, NY, and drinks far too much coffee. He Co-Founded and Co-Chaired the LeanUX NYC conference now in it’s 6th year, founded the LEAD SUMMIT NYC, and was also the User Experience track chair for the Agile 2013 and Agile 2014 conferences.
Presentation by Antonio Dias de Figueiredo at the Workshop on Philosophy and Engineering, Royal Academy of Engineering, London, November 10-12, 2008. These slides are complemented by the text with the same title available at SlideShare.
2. Design experiment …
Allan Collins (1992)
• Describes design‐based research:
– Is carried out in a complex learning context
– explores how a technological innova$on affects
learning… and interac1on with the environment.
• The goal of design experiments is to engineer
innova1ve learning environments and
simultaneously understand salient aspects of
human cogni1on and learning involved with
those innova$ons.
3. Understanding aspects of human cogni1on
What?
We have different perspec$ves
to places but some$mes
perspec$ves overlap Narra$ves can be
geo‐loca$vely
embedded to the
urban places
We can experience
and share and
collaborate on
narra$ves in virtual
reality
Engineering innova1ve How?
learning environments for collabora1on
4. Characteris$cs of design experiments
• Design experiments are:
– Mediated by innova$ve technology,
– Embedded in everyday social contexts,
– Models that help to test new learning paradigms,
– Useful to create fundamental scien1fic understanding of
learning and knowledge‐building.
• Challenges of design experiments:
– Complexity of real‐world situa1ons and their resistance to
experimental control,
– Large amounts of data arising from a need to combine
ethnographic and quan$ta$ve analysis,
– Comparing across designs.
5. Data‐collec$on?
Can we How will
collaborate on other stories
Tools? stories? influence our
story?
Ques$ons?
Challenges…
What people think
when wri$ng their
own stories?
Are we aware of other stories?
Can mashing different data‐formats
What happens if tags from of my story bring our stories visible?
overlap with tags from other stories?
What is storytelling in hybrid ecologies?
6. Describing or changing reality?
• Cronbach and Suppes (1969) have dis$nguished
between two types of inquiry:
• ‘Conclusion‐oriented’ that describes the reality,
– Guides the theorists who iden1fy and give meaning
to the cause‐and‐effect mechanisms or flows of
events in the learning domain
• ‘Decision‐oriented’ that aims to change the
reality.
– Is common to the prac$$oners who need to develop
applica1ons that consider these theories and
principles in various teaching situa1ons.
7. Binding two aims of design research
• The research process related to the ‘decision‐ and
conclusion‐oriented’ instruc$onal designs follows
the opposite sequences.
‘Conclusion‐oriented’ strategy for tes1ng theories
(Cobb, 2001):
‐ Start from developing a theory,
‐ Con$nue with deriving some design principles from
the theory
‐ Translate these principles into concrete designs,
‐ Evaluate the designs in rela$on to the theory.
8. ‘Conclusion‐oriented’ strategy for
tes1ng theories
DEVELOPING DESIGN
1
WHY?
TESTING
DESIGN
THEORY
WHAT? HOW?
2
EVALUATING THEORY
How is storytelling in
What is our theory of
construc$ng narra$ves in hybrid reality performed
effec$vely?
hybrid ecologies?
9. Binding two aims of design research
• Cobb (2001): the strength of theories developed
through design research originates from their
explanatory power and their grounding in specific
experiences
• The prac$cal process of applying a theory to construct
a design naturally exposes inconsistencies in theory,
and is more effec$ve than analy$cal research (Edelson,
2002).
• Discovering that some instruc$onal designs are
superior to others can also provide insights into
human cogni1ve architecture that may otherwise be
difficult to achieve (Sweller, 2004).
10. ‘Decision‐oriented’ design‐research
• ‘Decision‐oriented strategy’ to develop systems &
methods (Reigeluth, 1999):
– Iden$fying the desired outcomes of learning.
– Iden$fying the circumstances under which learning
has to take place.
– Iden$fying sound theore1cal background for
instruc$onal‐designs under certain circumstances.
– Iden$fying the best theory driven instruc1onal‐
design methods for scaffolding the learning process.
– Iden$fying appropriate learning‐tools and artefacts
for applying certain instruc$onal‐design methods and
scaffolding.
11. ‘Decision‐oriented strategy’
to develop systems & methods
Which theories are applicable?
ACCOMMODATING
THEORY
PRACTICE WITH
THEORY
THEORY
WHY?
EVALUATING DESIGN
PRACTICE
WHAT? HOW?
What are desired outcomes
of wri$ng hybrid narra$ves
to people and Which tools and
environment? methods might work?
12. Con$nuous and recursive design
• The development of design framework is a
con1nuous process of tes$ng various methods,
explaining the results of tes$ng in the light of
theory and, if necessary, complemen1ng the
methods on the basis of findings and theore$cal
interpreta$ons (Reigeluth, 1999).
• Edelson (2002) emphasises, that an important
characteris$c of design research is that it is not
sequen$al but itera1ve movement between the
states of problem analysis and design solu1on
13. The design‐based research characteris$cs
Design‐Based Research Collec$ve (2003)
• The central goals of designing learning environments and
developing theories or “prototheories” of learning are
intertwined;
• Development and research take place through con1nuous
cycles of design, enactment, analysis, and redesign;
• Research on designs must lead to sharable theories that help
communicate relevant implica$ons to prac$$oners and other
educa$onal designers;
• Research must account for how designs func1on in authen1c
seFngs. It must not only document success or failure but also
focus on interac$ons that refine our understanding of the
learning issues involved;
• The development of such accounts relies on methods that can
document and connect processes of enactment to outcomes
of interest.
14. Design Research Paradigm (DRP)
• Is a strategy for developing and refining three
types of theories (Edelson, 2002) .
– ‘Domain theory’ characterises the challenges and
opportuni$es in a specific teaching and learning
context, describes the models how people learn in
this context and the desired outcomes of learning.
– ‘Design framework’ provides knowledge of the
proper$es of successful design solu$on.
– ‘Design methodology’ consists of concrete
guidelines for successful design procedure.
15. References
Cobb, P. (2001). Suppor$ng the improvement of learning and teaching in social and
•
ins$tu$onal context. In S. Carver & D. Klahr (Eds) Cogni$on and instruc$on: 25
years of progress (pp. 455‐478). Mahwah, NJ: Lawrence Erlbaum Associates, Inc
Collins,A. (1992). Toward a design science of educa$on. In E. Scanlon & T. O’ Shea
•
(Eds.), Newdirec(ons in educa(onal technology. Berlin: Springer‐Verlag, 1992.
Cronbach, L. J. & Suppes, P. (1969). Research for tomorrow's schools: Disciplined
•
inquiry for educa$on. London: Macmillan.
Edelson, D. C. (2002). Design research: What we learn when we engage in design.
•
The Journal of Learning Sciences 11, 105‐121.
Reigeluth, C. M. (1999). What is Instruc$onal‐Design Theory and how is it
•
changing? In C.M Reigeluth (Ed) Instruc$onal Design Theories and Models: A New
Paradigm of Instruc$onal Theory, Volume II (pp. 5‐29). Mahwah, NJ: Lawrence
Erlbaum Associates.
Sweller, J. (2004). Instruc$onal design consequences of an analogy between
•
evolu$on by natural selec$on and human cogni$ve architecture. Instruc$onal
Science 32, 9‐31
The Design‐Based Research Collec$ve (2003). Design‐Based Research: An Emerging
•
Paradigm for Educa$onal Inquiry Educa$onal Researcher, 32, 1, pp. 5–8.