What is the Content of “Design Thinking”? Design Heuristics as Conceptual Repertoire
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When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of “design moves”—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise.
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1. The design team made explicit and implicit efforts to understand Chinese culture, such as relating observations to their own context, asking translators for explanations, and trying out cultural understandings.
2. The design team was also aware of limitations in their cultural perspectives and made generalizations.
3. Over time, the design team shifted their instrumental judgments, first by "nuancing" the role of translators to provide more cultural context, and then by "making familiar" unfamiliar Chinese concepts by relating them to their own experiences
Normativity in Design Communication: Inscribing Design Values in Designed Art...
The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the inscription of norms in the final designed artifact. We used several critical qualitative techniques, including sequence analysis and meaning reconstruction to locate areas where normative concerns were addressed.
Normative concerns only arose in explicit form in the earliest review sessions on the graduate level, if they were going to arise at all, and end-user research appeared to be the primary mechanism for introducing norms into the design process. Neither instructor actively engaged or foregrounded the normative infrastructure of the design students, and all of the normative concerns discussed in the four cases were brought to the conversation by students. Implications for including awareness of normative concerns as part of a student’s developing design character are considered as part of a systemic approach to ethics and values in design education.
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
Idea generation has frequently been explored in design education as an exercise of students’ “innate” creativity, and few tools or techniques are offered to scaffold ideation ability. As students develop their design skills, we expect them to demonstrate increasing ideation flexibility—a cognitive and social ability to see a problem from multiple perspectives, and to create more varied concepts within the problem space. In this study, we introduced three tools— functional decomposition, Design Heuristics, and affinity diagramming—to aid students’ ideation in a three-hour workshop. Participants included 20 students in a junior industrial design studio arranged in five pre-existing teams. These participants first decomposed the functions within an existing set of concepts they had generated, then selected a specific function and generated additional concepts using the Design Heuristics ideation method. Finally, teams organized these concepts using affinity diagramming to find patterns and additional concepts. Our findings suggest that this process encouraged students to try multiple ways of examining the existing problem space, resulting in a broadened set of final concepts. More striking, the instructional activities served to foreground differences in team members’ understanding of the problem they were addressing, fostering alignment of their problem statement and aiding in its further development.
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
Numerous studies have shown the value of introducing cognitive supports to encourage the development of creative ability, using both convergent and divergent methods to develop and synthesize ideas. As part of this iterative idea generation process, design students often struggle to explore new ideas after their initial ideas are exhausted. Yet, there is little instructional guidance on how to productively use the exhaustion of ideas as a way to encourage the development of creative ability, particularly in relation to creativity support tools. In this study, an idea generation tool called Design Heuristics was employed in an industrial design course at a large Midwestern university. Students were given a simple design task, and 30 minutes to generate concept ideas on their own; then, after ten minutes of instruction on the Design Heuristics tool, students generated more ideas for an additional 30 minutes using the same problem. Working on their own, students generated an average of 6 concepts, and generated 2.7 additional concepts while using the Design Heuristics tool. Even though the initial ideation session resulted in more concepts, once their ideas were exhausted, the students were able to continue creating more concepts using Design Heuristics. Concepts created in this second session were rated as higher in their novelty, specificity, and relevance. These results suggest the advantages of introducing creativity support tools following a period where students can work using their own ideas; once exhausted, they may be more open to adopting the method or tool introduced, and may produce more creative outcomes.
Developing an Ethically-Aware Design Character through Problem Framing
Expert designers determine what problem needs to be solved—framing the design space, and not just designing an appropriate solution. In this study, undergraduate and graduate industrial design students at a large Midwestern university were engaged in a one-day workshop, focusing on designing products for natives of Sub-Saharan Africa to sell in their home nations. Participants worked in teams to generate a range of constraints and problem statements. Teams struggled to identify specific use contexts and users, even though these elements were present in provided research materials. They appeared to build distance between their own experiences and that of the users they were designing for, potentially bifurcating their sense of ethics and normative commitments that were actively being reified in problem statements and solutions.
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.
AERA2014: Instructional Design In Action: Observing the Judgments of ID Pract...
The document discusses a study on instructional design (ID) practitioners' judgments during practice. It aims to understand what judgments take place and how they align with design judgment frameworks. Researchers observed 8 ID practitioners for 20 hours total, taking field notes and later conducting interviews. They identified 11 types of design judgments, such as framing, appreciative, and navigational. Results showed practitioners made an average of 35 judgments per observation. The most common judgments were framing, appreciative, quality, and instrumental. This suggests design judgments are an integral part of ID practice and occur frequently throughout the process.
EDET 722 Instruction
Raster images are composed of pixels and are best for photo-realistic images like textures, photographs, and effects. Vector images use mathematical formulas to describe objects and are better for illustrations, logos, icons, and scalable drawings like diagrams. Key factors in choosing a file type are whether the image needs unlimited scalability, sharp text, or contains raster-friendly content like photos.
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...
Teaching design relies on critique as a component of its pedagogy. As mediated communication becomes progressively more pervasive in the learning experience of developing designers, we see a need to explore how critique manifests in these mediated spaces. This study explores how learners of design use Facebook groups to collaboratively bring about design learning via critique. Facebook group communications of graduate Human-Computer Interaction design (HCI/d) participants at a large Midwestern American university were analyzed. Data included 4558 status updates and 15273 comments from 160 students. A preliminary analysis of computer-mediated communication (CMC) in this Facebook group revealed that communication centered on quasi-professional social talk, and under this framing, informal peer critique emerged as a form of phatic, professional communication.
Seventy-four threads, out of a corpus of 4558, focused on critique, suggesting learners did not capitalize on the potential of the media. Critique threads were primarily posted in groups with larger numbers of members, reflecting the desire for a broader venue of potential critique participants employed by those who recognize the potential of the media. A participation coefficient was devised to represent the level of reciprocity, addressing both the students’ participation in requesting critique through status updates, and in providing feedback to other student requests for critique. No significant relationship was found between these two participation metrics, despite the assertion by multiple students that reciprocity was, or should be, present in these online critiques. Three outliers were located in this participation matrix, and are discussed as a framing for future work in understanding informal communication around critique as a type of designerly talk.
Embedding Social Media
An overview of multimedia learning concerns when using embedded social media tools, focusing on the iconographic and technical implications of video embedding.
Studio Teaching in the Low-Precedent Context of Instructional Design
Instructional design (ID) has been a scientized field of design for half a century, which means that models and principles have been emphasized in ID education over other forms of design knowledge, including precedent. In the study of design broadly defined, precedent is well established as a form of knowledge essential to competent practice. It is plentiful and made available through multiple channels, by practitioners as well as educators. This 7-year study examines the challenges for students in learning to recognize, appreciate and use precedent in designing images to support learning. These include the need to develop analogical thinking related to the use of precedent in their own work, to recognize precedents they already use without explicit awareness, to attend to precedent and seek it independent of its immediate use. Methods used in the studio course under study are discussed, together with examples of students' design activities at each stage in the evolution of the course. Data for this study comprise detailed field notes from each class period, student work, and reflections assigned as part of the regular class assignments.
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
Critique is an important part of a typical design pedagogy, but is generally only discussed within formal curricular structures, which do not address informal interactions between students in the design studio. In this study, I report findings from ethnographic observations of a design studio, including occurrences of informal critique that take place outside of the planned curriculum. Types of critique that are observed are detailed, including similarities or differences to critique in typical classroom practice.
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
While critique is frequently studied in formal higher education contexts, often including investigation of classroom critique and high stakes design juries, relatively little is known about the qualities of informal critique and design talk that occurs organically between students in the design studio environment. A critical analysis of design education has revealed a lack of attention to the role of student experience and the power relations that often dominate critique as an evaluative activity. Previous studies conducted in this framing have revealed what Dutton (1991) terms the "hidden curriculum" of a design studio, including factors that affect the student experience of a design pedagogy. Utilizing Shaffer's (2003) framework to theorize the construction of this "hidden curriculum," an evaluation of features manifests on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk between students in a shared studio workspace in a graduate Human-Computer Interaction design program. Data sources for this ethnographic investigation include: approximately 150 hours of participant observation of the studio space during a four month period, supporting audio recordings and photographs, and intensive interviews.
Based on initial analysis of collected data, including field notes, photographs, and audio recordings, a preliminary taxonomy of informal instigating interactions can be arranged. A broad continuum of informal design talk was observed, with little critique or critical talk between students following a structure that corresponds with classroom or professor-led critique. Despite this lack of structural similarity, informal design talk frequently invokes elements of critical discourse, reflecting the growth of a personal design perspective, and the latent assumptions built into the surface, pedagogical, and epistemological structures of the studio environment.
Building Design Knowledge: Creating and Disseminating Design Precedent
An invited lecture at Iowa State University on October 9, 2014. This talk focused on the role of design precedent and knowledge-building within the instructional design community, with specific guidance on preparing design cases for publication in the International Journal of Designs for Learning.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
This document summarizes a study on design judgment in instructional design practice. The researchers observed 8 instructional designers and identified different types of judgments they made. They found that judgments were made continuously throughout projects and were highly situational based on contextual factors. Design judgments occurred in complex, layered ways and involved multiple types of judgments. The researchers believe this study suggests instructional design education should focus less on teaching isolated tools/models and more on helping students develop their ability to make judgments within complex design contexts.
Research Study Critique #2
A critique of the research study "Impact of media richness and flow on e-learning technology acceptance" by Liu, Liao, and Pratt for EDET 780, Maymester 2009.
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Discursive Structures of Informal Critique in an HCI Design Studio
Discursive Structures of Informal Critique in an HCI Design Studio
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Normativity in Design Communication: Inscribing Design Values in Designed Art...
Normativity in Design Communication: Inscribing Design Values in Designed Art...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
Developing an Ethically-Aware Design Character through Problem Framing
Developing an Ethically-Aware Design Character through Problem Framing
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...
AERA2014: Instructional Design In Action: Observing the Judgments of ID Pract...
AERA2014: Instructional Design In Action: Observing the Judgments of ID Pract...
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...
Studio Teaching in the Low-Precedent Context of Instructional Design
Studio Teaching in the Low-Precedent Context of Instructional Design
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Building Design Knowledge: Creating and Disseminating Design Precedent
Building Design Knowledge: Creating and Disseminating Design Precedent
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
Similar to What is the Content of “Design Thinking”? Design Heuristics as Conceptual Repertoire
Minimalism In A Nutshell
The document discusses the principles of minimalism in instructional design for computer-based learning. It advocates stripping away non-essential materials to focus on learner-centered activities. Key principles include making materials self-contained, putting the learner in control, using errors as learning opportunities, and removing anything that slows learning. Specific design strategies recommended are putting important information at the top of the page, using simple consistent designs, putting text before multimedia, and structuring materials in topical modules.
DesignOps 101
Overview of the function that DesignOps plays in the overall design organization.
1. What is DesignOps?
2. Who “Does” DesignOps?
3. What DesignOps “Does”
4. How DesignOps Does it
5. Why DesignOps Matters Now
6. Implementing DesignOps
7. Final Takeaways
Sustainable innovation
This document discusses sustainable innovation at Interface, a flooring manufacturer. It provides three key points:
1. Interface uses life cycle assessments to understand their products' biggest environmental impacts and focus innovation efforts in critical areas. For example, reducing nylon yarn usage in carpet tiles.
2. They embrace "successful failure" by allowing experimentation, even if some ideas don't work. This led to innovations like TacTiles, a glue-free carpet tile installation method.
3. Interface is open to external input, seeing partnerships and an innovation network as ways to access new ideas. This contributed to the development of Zelfo, a sustainable alternative to hard flooring materials.
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
1
Case Study: Creative Climate
WORK ENVIRONMENT ALLOWS IDEO TO DELIVER PROMISE OF INNOVATION
Excerpted from Puccio et al. (2011) Creative leadership: Skills that drive change. Los Angeles, CA:
Sage.
2
The Challenge
Pepsi, Nike, Prada and other outstanding
companies knock on your door when they are
in need of an innovative product. Apple calls
on you when they are stuck on a challenge
and need a breakthrough. Your services
promise the creation of breakthrough
solutions, and your entire existence as a
company rests on your ability to deliver
innovation on demand. Are you up for the
challenge and what will it take to succeed?
The Company
Who could meet the challenges above and
how do they do it? IDEO, the now famous
design firm headquartered in Palo Alto,
California has created innovative products
and solutions for over 20 years. Because he
disliked corporate rules and was motivated to
create a company that was fun to work for,
David Kelly started what is now IDEO in
1978 under the name “David Kelley Design.”
In 1991 Kelley’s company was renamed to IDEO, with a focus on industrial design. Today IDEO
helps companies design innovative products, services and processes, employing approximately 350
people worldwide.
Are Ekvall’s 10 dimensions of a creative
climate present at IDEO?
Creative climate dimensions based on
Ekvall. (1996)
At IDEO:
Challenge & Involvement:
Brainstorming and other practices encourages all to participate
Reputation & setting big goals challenges IDEOers
Fun design challenges given by leadership
Freedom:
Freedom to customize workspace with more than just pictures.
Freedom to select projects of most interest
Freedom to have some downtime at work when needed.
Idea Time:
Brainstorming is considered almost a religion.
Movie and other types of excursions take place
Workspace promotes spontaneous conversations
Idea Support:
Constant encouragement / coaching by leadership
Easy to get supplies for ideas/concepts
Off project ideas supported i.e. Tech Cart
Trust & Openness:
Lack of Rules and procedures
Peer evaluations a common practice
Team members interview and help make hiring decisions
Playfulness & Humor:
Practical jokes are common at IDEO
Project teams often give out fun awards
IDEOers are given the permission to play
Debates: (Viewpoints and ideas are appropriately challenged.)
The Evaluate & Refine step of IDEO’s Innovation process provides time
for discussion of different viewpoints.
Low conflict: (Little or no presence of interpersonal tension)
Strong efforts are made to blur the lines between management and
workers.
Intensive interviewing occurs to find employees that best fit IDEO’s
culture.
Risk-Taking:
“Fail often to succeed sooner” motto promoted by leadership
Consistently try new things knowing some failures will occ.
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
1
Case Study: Creative Climate
WORK ENVIRONMENT ALLOWS IDEO TO DELIVER PROMISE OF INNOVATION
Excerpted from Puccio et al. (2011) Creative leadership: Skills that drive change. Los Angeles, CA:
Sage.
2
The Challenge
Pepsi, Nike, Prada and other outstanding
companies knock on your door when they are
in need of an innovative product. Apple calls
on you when they are stuck on a challenge
and need a breakthrough. Your services
promise the creation of breakthrough
solutions, and your entire existence as a
company rests on your ability to deliver
innovation on demand. Are you up for the
challenge and what will it take to succeed?
The Company
Who could meet the challenges above and
how do they do it? IDEO, the now famous
design firm headquartered in Palo Alto,
California has created innovative products
and solutions for over 20 years. Because he
disliked corporate rules and was motivated to
create a company that was fun to work for,
David Kelly started what is now IDEO in
1978 under the name “David Kelley Design.”
In 1991 Kelley’s company was renamed to IDEO, with a focus on industrial design. Today IDEO
helps companies design innovative products, services and processes, employing approximately 350
people worldwide.
Are Ekvall’s 10 dimensions of a creative
climate present at IDEO?
Creative climate dimensions based on
Ekvall. (1996)
At IDEO:
Challenge & Involvement:
Brainstorming and other practices encourages all to participate
Reputation & setting big goals challenges IDEOers
Fun design challenges given by leadership
Freedom:
Freedom to customize workspace with more than just pictures.
Freedom to select projects of most interest
Freedom to have some downtime at work when needed.
Idea Time:
Brainstorming is considered almost a religion.
Movie and other types of excursions take place
Workspace promotes spontaneous conversations
Idea Support:
Constant encouragement / coaching by leadership
Easy to get supplies for ideas/concepts
Off project ideas supported i.e. Tech Cart
Trust & Openness:
Lack of Rules and procedures
Peer evaluations a common practice
Team members interview and help make hiring decisions
Playfulness & Humor:
Practical jokes are common at IDEO
Project teams often give out fun awards
IDEOers are given the permission to play
Debates: (Viewpoints and ideas are appropriately challenged.)
The Evaluate & Refine step of IDEO’s Innovation process provides time
for discussion of different viewpoints.
Low conflict: (Little or no presence of interpersonal tension)
Strong efforts are made to blur the lines between management and
workers.
Intensive interviewing occurs to find employees that best fit IDEO’s
culture.
Risk-Taking:
“Fail often to succeed sooner” motto promoted by leadership
Consistently try new things knowing some failures will occ ...
Bryan Berger on Distraction Free Design Sprints at Design Driven NYC
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I talk about wow we paused all work for 2 weeks across all teams to get back to the basics.
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Prodct design portfolo
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Project management in the age of accelerating change - general non IT specific
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This session gives a short introduction of Agile for traditional Project Managers, and describes the structure, the steps and the activities of an Agile project from Inception to delivery.
Learning Design Block Experiment
Changes in technology, society, the economy, and science have put the field of learning in a position that is both critically important and operationally advantaged. The strategic question for the industry is, “what would have to be true for learning to realize its potential?” One answer is a lack of barriers to the use of instructionally sound learning techniques by anyone, for everyone. Is a Low-code/no-code solution possible for L&D? Concept including examples with applications contained herein.
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Waking the Sleeping Beauty: Swarovski's Open Innovation Journey. Case slides
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Cost Reduction in Manufacturing Industry Newsletter by Slidesgo.pptx
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This document provides an introduction to agile software development. It defines agile as an ability to adapt to change. Agile software development is based on values in the Agile Manifesto that emphasize individuals, collaboration, responding to change, and working software over processes, tools, documentation, and comprehensive planning. Key agile concepts are explained such as user stories, daily meetings, personas, incremental and iterative development. Agile roles and an adaptive, value-driven leadership style are also outlined.
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Porftolio 4.compressed
Nhatrang Do is an interior design student at Texas Tech University expected to graduate in May 2016. She has experience as an intern at Linfield Design Associates in Austin and has worked as a receptionist. Her education focuses on interior design, architecture, and Revit. Her portfolio includes residential, healthcare, and commercial projects demonstrating her skills in hand and digital drafting, rendering, and model making. She is experienced in materials, lighting design, and sustainability and is preparing for the LEED Green Associate exam.
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How can we leverage agility for organisations of 10,000+ people? We know how 5-7 person teams can become highly effective. Want to hear about the common techniques for taking a single team of high-performing, innovative individuals and scaling them up into your entire organisation? Join our conversation to learn:
• The change management challenges of implementing a large scale agile program
• Understand the meta-framework for prescriptive frameworks through to principle led approaches
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• We’ll take questions from the group about how to apply to your situation.
From IIT Academy, Hong Kong - meetup.com/IITAcademyHK
Similar to What is the Content of “Design Thinking”? Design Heuristics as Conceptual Repertoire (20)
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
1 Case Study Creative Climate WORK ENVIRONMENT ALL.docx
Bryan Berger on Distraction Free Design Sprints at Design Driven NYC
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More from colin gray
Critical pedagogy and the pluriversal design studio
Presented at the Design Research Society 2022 Conference. Full paper available at: https://dl.designresearchsociety.org/drs-conference-papers/drs2022/researchpapers/34/
Abstract: Studio learning is central to the teaching of design. However, the disruption of the COVID-19 pandemic, alongside emerging and historic critiques of studio pedagogy, creates a space for critical engagement with the present and potential futures of design education in studio. In this paper, I outline historic critiques of studio pedagogy, drawing primarily from critical pedagogy literature to frame is-sues relating to disempowerment, student agency, and monolithic representa-tions of the student role and student development. I build upon this critical foundation to reimagine studio practices as pluriversal, recognizing the challenges and opportunities of bridging epistemological differences and facilitating the potential for pluralism in design curricula, our student experiences, and the fu-ture of design professions.
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0
Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
Cross-Cultural UX Pedagogy: A China–US Partnership
This document describes a partnership between Purdue University and Beijing Normal University to establish dual degree programs in user experience (UX) design. It discusses the timeline of establishing the partnership from initial conversations in 2017 to welcoming the first dual degree student in 2020. Interviews with students and faculty from both programs revealed cultural differences that impact the educational experience, such as expectations of instructor roles and communication styles. Differences were also found in industry partnerships, course structures, and career expectations between the two programs. The partnership aims to advance cross-cultural UX education and identify opportunities to decolonize and pluralize HCI knowledge and practices.
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
In this paper, we describe our efforts to appropriate an autono-preneurial agent—in this case, the Amazon Locust—through the development of an API that enables equitable and socially aware entrepreneurial decision making on the part of the Locust. We present a new API and our intended vision for this system, along with our proposed deployment plan for implementing appropriated Locusts in Midwestern USA suburban communities. These appropriated Locusts will allow community provisioning decision-making that moves beyond consideration of profitability to also include decisions based on equity, equality, community, and interpersonal relationships. We discuss the broader implications of this work and point toward future areas of inquiry.
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
The contours of user experience (UX) design practice have been shaped by a diverse array of practitioners and disci- plines, resulting in a difuse and decentralized body of UX- specifc disciplinary knowledge. The rapidly shifting space that UX knowledge occupies, in conjunction with a long- existing research-practice gap, presents unique challenges and opportunities to UX educators and aspiring UX designers. In this paper, we analyzed a corpus of question and answer communication on UX Stack Exchange using a practice-led approach, identifying and documenting practitioners’ con- ceptions of UX knowledge over a nine year period. Specif- cally, we used natural language processing techniques and qualitative content analysis to identify a disciplinary vocab- ulary invoked by UX designers in this online community, as well as conceptual trajectories spanning over nine years which could shed light on the evolution of UX practice. We further describe the implications of our fndings for HCI research and UX education.
Analyzing Value Discovery in Design Decisions Through Ethicography
HCI scholarship is increasingly concerned with the ethi- cal impact of socio-technical systems. Current theoretically- driven approaches that engage with ethics generally pre- scribe only abstract approaches by which designers might consider values in the design process. However, there is little guidance on methods that promote value discovery, which might lead to more specific examples of relevant values in specific design contexts. In this paper, we elaborate a method for value discovery, identifying how values impact the de- signer’s decision making. We demonstrate the use of this method, called Ethicography, in describing value discovery and use throughout the design process. We present analysis of design activity by user experience (UX) design students in two lab protocol conditions, describing specific human val- ues that designers considered for each task, and visualizing the interplay of these values. We identify opportunities for further research, using the Ethicograph method to illustrate value discovery and translation into design solutions.
Ethical Mediation in UX Practice
This document summarizes a study on ethical decision making in user experience (UX) design practice. It documents three case studies of UX designers with different levels of experience and organizational roles. Through observations and interviews, it identifies themes in their individual practices, how organizational factors influence their work, and how they navigate ethical issues. It frames UX designers as "ethical mediators" who must balance multiple constraints and priorities. The study aims to understand designers' roles in ethical decision making and develop methods to strengthen ethical awareness and action in the field.
“What do you recommend a complete beginner like me to practice?”: Professiona...
This document analyzes self-disclosure in an online user experience (UX) professional community on Reddit from January 2016 to February 2017. It finds that UX professionals disclosed academic background, work experience, career plans, and expertise. Self-disclosure occurred in 31.7% of posts and supported online communication by attracting more comments and follow-up disclosures. Disclosure helped the UX profession by sharing knowledge, established credibility for opinions, and built professional identities. The study concludes self-disclosure informs lifelong professional practice and aids the development of the UX field.
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Critique is an important component of creative work in design education and practice, through which individuals can solicit advice and obtain feedback on their work. Face-to-face critique in offline settings such as design studios has been well-documented and theorized. However, little is known about unstructured distributed critique in online creative communities where people share and critique each otherâs work, and how these practices might resemble or differ from studio critique. In this paper, we use mixed-methods to examine distributed critique practices in a UX-focused online creative community on Reddit. We found that distributed critique resembles studio critique categorically, but differs qualitatively. While studio critique often focuses on depth, distributed critique often revolved around collective sensemaking, through which creative workers engaged in iteratively interpreting, defining, and refining the artifact and their process. We discuss the relationship between distributed critique and socio-technical systems and identify implications for future research.
Distinctions between the Communication of Experiential and Academic Design Kn...
The document analyzes the distinct characteristics of communication of experiential knowledge compared to academic knowledge. It examines language variables and semantic categories across different knowledge sharing platforms, finding that experiential knowledge tends to use more informal language while academic knowledge emphasizes logical and hierarchical thinking. Expressions of knowledge on Stack Exchange show a tendency toward rigorous argumentation in knowledge building. Both practice and academic communities can build knowledge, and there is potential for generative conversation and collaboration between the two.
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Mobile application designers use onboarding task flows to help first time users learn and engage with key application functionality. Although some guidelines for designing onboarding flows have been offered by practitioners, a systematic, research-informed approach is needed. In this paper, we present the creation of a method for designing mobile application onboarding experiences. We used the minimalist instruction framework to engage twelve university students in an iterative set of design and evaluation activities. Participants interacted with a physical prototype of an educational badging mobile application through a semi-structured exploration and reflection activity, bookended by structured mini-interviews. We found that this method facilitated engagement with participants’ meaning-making processes, resulting in useful design insights and the creation of an onboarding task flow. Research opportunities for integrating instructional design and learning approaches in HCI in the context of onboarding are considered.
The Dark (Patterns) Side of UX Design
Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as "dark patterns," where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience.
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Presented at AERA'18.
Abstract: There is growing interest in reflection and the value of reflection activities in enhancing students’ metacognitive abilities. Reflection effectively connects thinking and doing, building students’ understanding both of what they know, and how to activate that knowledge in their future work. In this study, we explore the formation of students’ design identity as scaffolded by a reflection blog in a graduate human-computer interaction program. Data include 1619 posts and 2019 comments posted by 144 students across three consecutive semesters of an introductory graduate interaction design course. Our analysis demonstrates how designerly talk among students may influence understanding and performance in their future practitioner roles. Implications for professional identity formation, and the role of reflection in this process, are considered.
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Presented at AERA'18.
Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level “beyond discipline”—where the principles that designers derive from instructional theory and learning theory are in certain ways “content-agnostic.” This has led to an understanding of instructional design practice that privileges theoretical abstractions of instructional design activities over what are often thought of as “selection of a model” or “modifications to the model.” In this proposal, we rely upon a case study to illustrate these tensions and facilitate a conversation about the limitations of current ID models and practices. In the case, we describe the interactions among instructors and program designers in an experimental undergraduate transdisciplinary degree program across multiple years of course and program development, productively complicating traditional notions of ID practice as model-directed and model-driven. Through this case, we identify multiple tensions in designing across disciplines or in discipline-agnostic ways, including multiple instances where traditional ID guidance or knowledge is currently entirely lacking or insufficient. We conclude with opportunities for inculcating a more expansive notion of design in instructional design and technology to meet the growing need of designing inter/trans-disciplinary educational experiences.
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.
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Critical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studio
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Cross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US Partnership
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
Analyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through Ethicography
“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
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【业务选择办理准则】
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理肯特大学毕业证UKC学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理肯特大学毕业证UKC学位证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理肯特大学毕业证UKC学位证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理肯特大学毕业证UKC学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Manual ISH (International Society of Hypertension)
Manual ISH (International Society of Hypertension)
一比一原版马里兰大学毕业证(UMD毕业证书)如何办理
学校原件一模一样【微信：6496090】【马里兰大学毕业证(UMD毕业证书)成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Getting Data Ready for Culture Hack by Neontribe
Sometime in the 2010s, this is how explained how to make data "hackday ready"
AHMED TALAAT ARCHITECTURE PORTFOLIO .pdf
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版阿肯色大学毕业证(UCSF毕业证书)如何办理
学校原件一模一样【微信：6496090】【阿肯色大学毕业证(UCSF毕业证书)成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(LSBU毕业证书)伦敦南岸大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(LSBU毕业证书)伦敦南岸大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
原版制作(MDIS毕业证书)新加坡管理发展学院毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(MDIS毕业证书)新加坡管理发展学院毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
NHL Stenden University of Applied Sciences Diploma Degree Transcript
办NHL Stenden毕业证书制作荷兰斯坦德应用科技大學假文凭定制Q微168899991办NHL Stenden留信网教留服认证海牙认证改NHL Stenden成绩单GPA办NHL Stenden高仿学位证毕业证电子版ID驾照如何申请斯坦德应用科技NHL Stenden University of Applied Sciences Diploma Degree Transcript
Practical eLearning Makeovers for Everyone
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
按照学校原版(UIUC文凭证书)伊利诺伊大学|厄巴纳-香槟分校毕业证快速办理
出售【(UIUC毕业证书)伊利诺伊大学|厄巴纳-香槟分校毕业证】【176555708微信号】海外认证成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版南安普顿索伦特大学毕业证Southampton成绩单一模一样
原件一模一样【微信：6496090】【南安普顿索伦特大学毕业证Southampton学位证成绩单】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
International Upcycling Research Network advisory board meeting 4
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
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Manual ISH (International Society of Hypertension)
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Introduction to User experience design for beginner
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NHL Stenden University of Applied Sciences Diploma Degree Transcript
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International Upcycling Research Network advisory board meeting 4
International Upcycling Research Network advisory board meeting 4
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What is the Content of “Design Thinking”? Design Heuristics as Conceptual Repertoire
- 1. What is the Content of “DESIGN THINKING”? Design Heuristics as Conceptual Repertoire Colin M. Gray1, Colleen M. Seifert2, Seda Yilmaz1, Shanna R. Daly2, & Richard Gonzalez2 1 Iowa State University; 2 University of Michigan
- 2. What is a designer thinking about when engaged in DESIGN THINKING?
- 3. What is a designer thinking about when engaged in DESIGN THINKING? SCOPE GENERATE EVALUATE REALIZE IDEA GENERATION
- 6. Design Heuristics • Captures the ways that designers modify product concepts • Based on observed patterns of conceptual development in empirical studies of past product designs (e.g., Daly et al., 2012; Yilmaz & Seifert, 2010; Yilmaz et al., 2011)
- 7. Design Heuristics Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 Utilize opposite surface 76FARALLON CHAIR fuseproject The back side of this chair has a pocket for storage. 980 TATOU Annika Luber The laces wrap around the bottom of this shoe and connect with the sole.
- 8. Other Ideation Methods • Represented as abstract principles or framing guidelines (e.g., Synectics, SCAMPER) • More specific about tradeoffs in designed artifacts (e.g., TRIZ) • Design Heuristics captures strategic knowledge about how to generate alternative concepts, grounded in precedent artifacts and design activity
- 9. (Löwgren, 2013, p. 32)
- 10. (Löwgren, 2013, p. 32) “more abstracted than particular instances, yet does not aspire to the generality of a theory” (Höök & Löwgren, 2012)
- 11. (Löwgren, 2013, p. 32)
- 12. (Löwgren, 2013, p. 33)
- 13. (Löwgren, 2013, p. 33) Intermediate-Level Knowledge
- 15. Designing Through Gambit lived experiences precedents cognitive schema [generative metaphors] REPERTOIRE
- 17. DISCIPLINARY CANON INDIVIDUAL REPERTOIRE INTERNAL COHERENCE OF PATTERN DESIGN HEURISTICS AS CONCEPTUAL REPERTOIRE
- 18. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 Utilize opposite surface 76FARALLON CHAIR fuseproject The back side of this chair has a pocket for storage. 980 TATOU Annika Luber The laces wrap around the bottom of this shoe and connect with the sole.
- 19. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 Utilize opposite surface 76FARALLON CHAIR fuseproject The back side of this chair has a pocket for storage. 980 TATOU Annika Luber The laces wrap around the bottom of this shoe and connect with the sole. CURATED PRECEDENT ARTIFACTS
- 20. Utilize opposite surface 76FARALLON CHAIR fuseproject The back side of this chair has a pocket for storage. 980 TATOU Annika Luber The laces wrap around the bottom of this shoe and connect with the sole. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 INDUCTIVE ARGUMENT BUILDING ON PRECEDENT CURATORIAL QUALITY
- 21. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 DESIGNER DESIGN HEURISTIC CREATIVE IDEA imagines a gambit to form a solution space
- 22. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 DISCIPLINARY CANON DISCIPLINARY CANON
- 23. Scaffolding of Design Cognition 1. Build students’ knowledge of curated intermediate-level concepts (e.g., Design Heuristics) alongside organic idea generation 2. Instructionally relate intermediate-level concepts to the design artifacts being generated 3. Transfer of the intermediate-level knowledge to a new concept in a different context 4. Internalization of intermediate-level knowledge as a guiding pattern of internal coherence, organizing and growing conceptual repertoire
- 24. Utilize opposite surface 76 Create a distinction between exterior and interior, front and back, or bottom and top. Make use of both surfaces for complimentary or different functions. This can increase efficiency in the use of surfaces and materials, or facilitate a new way to achieve a function. © Design Heuristics, LLC 2012 DISCIPLINARY CANON DISCIPLINARY CANON Design Heuristics can enable or hasten the learner’s trajectory in building awareness of expert-like practices
- 25. What is a designer thinking about when engaged in DESIGN THINKING?
- 26. DESIGN HEURISTICS create a conceptual bridge between design theories and individual design precedents, forming a body of intermediate-level knowledge that is valuable in engineering design education and practice
- 27. Thank You This research is funded by the National Science Foundation, Division of Undergraduate Education, Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES Type II) Grants # 1323251 and #1322552. COLINGRAY.ME DESIGNHEURISTICS.COM