9-12 July 2019Cultural and Convention CenterMiddle East Technical UniversityAnkara, Turkey

Abstracts

Fifth International Conference for Design Education Researchers

9-12 July 2019Middle East Technical UniversityAnkara

DRS Learn X Design 2019,Fifth International Conferencefor Design Education Researchers,Insider Knowledge: Abstracts

DRS Learn X Design 2019, Fifth International Conference for Design Education Researchers, Insider Knowledge: Abstracts

> Publisher

METU Department of Industrial Design

> Editors

Naz A.G.Z. Börekçi

Fatma Korkut

Derek Jones

© 2019 Editors and authors

> Conference Visual Identity Design

DalsuÖzgenKoçyıldırım

> Abstracts Booklet Design

Barek

www.barek.com.tr

> Printing

Dumat Ofset

PrintedonFSCcertified,ecologicalFaviniShiroAlgaCartapaper.

> Sponsors

> Supporting Institutions

> Organisers

DRS Special Interest Group in Design Pedagogy (PedSIG)

METU Department of Industrial Design

ItiswithgreatpleasurethatwewelcomeyoutoAnkaraandtoMETUcampusfortheFifthInternationalConferenceforDesignEducationResearchers.METUDepartmentofIndustrialDesigncommunityisdelightedtohostthisinspirationalgatheringofyoungandseniorresearchers.Wehavebeenintouchwithyouallformorethanayear,anditisfinallytimeformeetinginperson!

DRSLearnXDesignisabiennialconferenceseriesbyDRSSpecialInterestGroupinDesignPedagogy(PedSIG),cultivatingsymbioticexchangesbetweendesigneducationanddesignresearch.ThefirstsymposiumintheserieswasheldinParisin2011andcoveredasmallnumberofinvitedpresentations.TheOslo2013andChicago2015conferenceswereembracedbythedesigneducationresearchcommunityatlargeandinvolvedanimpressivenumberofcontributionsacrossdesigndisciplinesandeducationallevelsrepresentingdiversetraditionsinresearchandeducation.AndthefourthconferencewashostedbyRavensbourneUniversityLondonin2017.MichaelTovey,thepastconvenorofDRSPedSIG,encouragedustohostthe2019conferenceatthelastconference;weowehimwarmthanksforhisencouragementandsupport.WealsothankPeterLloyd,theDRSActingChair, and Derek Jones, the new PedSIG Convenor, for their unfailing support.Hopefully,thisgatheringwillinspireotherstocontinuetheseries.

Wedidourbesttocreateaconferencethatisbothengagingandjoyful.Theconferencethisyearpromisesanexcitingarrayof87fullpapers,threekeynotespeeches,fiveworkshops,aconcludingpanelandafull-daypre-conferencePhDPit-Stopeventwithfourshortlectures.Thesocialeventsdaretofocusonlocalexperiencesandskills:rakıtableasasocializingritual,cleaninginahammamasacollectivepracticeandbellydancingasacelebrationofbodilyenergy!

Welcome, hocam!*

WehopeyouenjoyMETUcampuscharacterizedbyitsuniquenaturalandbuiltenvironmentaswellasbyitsegalitariancultureandopenintellectualmilieu;donothesitatetoexplorethecampusandjoinourdiversecommunityatDevrim(“revolution”,theMETUstadium).Ourdepartmenthasquiteafewoccasionstocelebratethisyear.Theyear2019marksthe50th anniversaryofthefirstcourseonindustrialdesignofferedinTurkey,atMETUFacultyofArchitecturebytheAmericanindustrialdesignerDavidK.Munro.This year we are also celebrating the 40thanniversaryoftheestablishmentofourdepartmentasaseparateacademicunitatMETU.Wehavesetupseveralexhibitionstocelebratetheseoccasionsatourbase,theFacultyofArchitecture,oneofthefinestexamplesofmodernarchitectureinTurkey. DonotmissthewelcomereceptionattheFacultyofArchitecturepoolsideonthe evening of the 9thofJuly.

Wehavebeenlookingforwardtowelcomingyouall.Fingerscrossedforno(un)foreseenpoliticaland/oreconomiccrises!

Conference Co-Chairs

Naz A.G.Z. Börekçi Fatma Korkut DalsuÖzgenKoçyıldırım

(*)“Hocam”iscommonlyusedwithintheMETUstudentcommunitytoaddress everyone,overlookinggender,professionandrank.

> Organisers

DRS Special Interest Group in Design Pedagogy (PedSIG)

Middle East Technical University (METU)

> Conference Co-chairs

Dr. Naz A.G.Z. Börekçi

Dr. Fatma Korkut

D.F.A.DalsuÖzgenKoçyıldırım

> Programme Committee

Naz A.G.Z. BörekçiDr.,MiddleEastTechnicalUniversity,Turkey

Fatma Korkut Dr.,MiddleEastTechnicalUniversity,Turkey

DalsuÖzgenKoçyıldırımD.F.A.,MiddleEastTechnicalUniversity,Turkey

Derek Jones TheOpenUniversity,UK;DRSPedSIGConvenor

GülayHasdoğanProf.Dr.,MiddleEastTechnicalUniversity,Turkey

Peter Lloyd Prof.,DelftUniversityofTechnology,TheNetherlands

Gary Pritchard Dr.,RavensbourneUniversityLondon,UK

Liv Merete Nielsen Prof.,OsloMetropolitanUniversity,Norway

> Administrative Team

Mehmet Ali Cevrem ODTÜProf.Dr.MustafaN.ParlarEğitim veAraştırmaVakfı

TülayYıldızMETUCampusaccommodation

> Editorial Support Team

AlperKaradoğaner

BaşakTopal

> Visual Communication Support Team

İsmailYavuzPaksoy

ÜmitBayırlı

> International Board of Reviewers

Dilek Akbulut,GaziUniversity,Turkey

Katerina Alexiou,TheOpenUniversity,UK

L.N.EceArıburunKırca,İstanbulTechnicalUniversity,Turkey

Mehmet Asatekin,BahçeşehirUniversity,Turkey

Stephen Awoniyi,TexasStateUniversity,USA

HümanurBağlı,İstanbulŞehirUniversity,Turkey

YektaBakırlıoğlu,UniversityofLimerick,Ireland

Giovanni Baule, Politecnico di Milano, Italy

Ali Emre Berkman,TOBBUniversityofEconomicsandTechnology,Turkey

Cana Bilsel, Middle East Technical University, Turkey

Luigi Bistagnino, Politecnico di Torino, Italy

Stella Boess,DelftUniversityofTechnology,TheNetherlands

Erik Bohemia, Loughborough University London, UK

Naz A.G.Z. Börekçi, Middle East Technical University, Turkey

Charlie Breindahl,UniversityofCopenhagen,Denmark

Patricia Brien,BathSpaUniversity,UK

Valeria Bucchetti, Politecnico di Milano, Italy

Lyndon Buck,BuckinghamshireNewUniversity,UK

EceCanlı,DecolonisingDesignGroup,Portugal

Elena Caratti, Politecnico di Milano, Italy

Franziska Conrad,ArtsUniversityBournemouth,UK

AykutCoşkun, Koç University, Turkey

AyşeE.CoşkunOrlandi,KadirHasUniversity,Turkey

FüsunCuraoğlu,EskişehirTechnicalUniversity,Turkey

Adam de Eyto,UniversityofLimerick,Ireland

Juan Alfonso de la Rosa,NationalUniversityofColombia,Colombia; University of Illinois, USA

Ö.OsmanDemirbaş,İzmirUniversityofEconomics,Turkey

Oya Demirbilek,UniversityofNewSouthWales,Australia

Gerry Derksen,WinthropUniversity,USA

RenkDimliOraklıbel,BahçeşehirUniversity,Turkey

Alpay Er,ÖzyeğinUniversity,Turkey

Özlem Er,İstanbulBilgiUniversity,Turkey

Guita Farivarsadri,EasternMediterraneanUniversity,NorthCyprus

Marinella Ferrara, Politecnico Di Milano, Italy

Tom Fisher,NothinghamTrentUniversity,UK

Elena Maria Formia, Universita di Bologna, Italy

Aija Freimane,ArtAcademyofLatvia,Latvia

Camilo Ayala Garcia,UniversidaddelosAndes,Colombia

İdilGaziulusoy, Aalto University, Finland

Koray Gelmez,İstanbulTechnicalUniversity,Turkey

Colin M. Gray, Purdue University, USA

WynGriffiths,MiddlesexUniversity,UK

Selin Gürdere, Middle East Technical University, Turkey

Ian Gwilt, University of South Australia, Australia

GülayHasdoğan, Middle East Technical University, Turkey

Pablo Hermansen,PontificiaUniversidadCatólicadeChile,Chile

DilekHocaoğlu,GebzeTechnicalUniversity,Turkey

Georgina Holden,TheOpenUniversity,UK

Roberto Iñiguez Flores,TecnológicodeMonterrey,Mexico

AliOğulcanİlhan,ÖzyeğinUniversity,Turkey

Wolfgang Jonas,BraunschweigUniversityofArt,Germany

Derek Jones,TheOpenUniversity,UK

Guy Julier, Aalto University, Finland

EnginKapkın,EskişehirTechnicalUniversity,Turkey

Elvin Karana,DelftUniversityofTechnology,TheNetherlands

ÇiğdemKayaPazarbaşı,İstanbulTechnicalUniversity,Turkey

Harun Kaygan, Middle East Technical University, Turkey

PınarKaygan, Middle East Technical University, Turkey

Tiphaine Kazi-Tani,EcoleSupérieured’ArtetDesignSaint-Etienne,France

Lindsay Keith, University of Greenwich, UK

Mahmoud Keshavarz,UppsalaUniversity,Sweden

Julia Keyte, Bath School of Art and Design, UK

Louise Kiernan,UniversityLimerick,Ireland

Fatma Korkut, Middle East Technical University, Turkey

Busayawan Lam, Brunel University London, UK

Peter Lloyd,DelftUniversityofTechnology,TheNetherlands

Wei Leong Loh,KyushuUniversity,Japan

Nicole Lotz,TheOpenUniversity,UK

Anastasios Maragiannis, University of Greenwich, UK

Muireann McMahon,UniversityofLimerick,Ireland

Paola Menzardi, Politecnico di Torino, Italy

Nicola Morelli,AalborgUniversity,Denmark

Liv Merete Nielsen,OsloMetropolitanUniversity,Norway

DilrubaOğur, Middle East Technical University, Turkey

Charlotte Oude Alink,UniversityofTwente,TheNetherlands

IşılOygürİlhan,ÖzyeğinUniversity,Turkey

EzgiOzanAvcı,YaşarUniversity,Turkey

A. Can Özcan,İzmirUniversityofEconomics,Turkey

DalsuÖzgenKoçyıldırım, Middle East Technical University, Turkey

NazlıÖzkan,LinköpingUniversity,Sweden

AydınÖztoprak,TOBBUniversityofEconomicsandTechnology,Turkey

Owain Pedgley, Middle East Technical University, Turkey

Pier Paolo Peruccio, Politecnico di Torino, Italy

Vesna Popovic, Queensland University of Technology, Australia

Gary Pritchard, Ravensbourne University London, UK

Marco Quaggiotto, Politecnico di Milano, Italy

Byron Qually,TheOpenUniversity,SouthAfrica

Charles Ranscombe, Swinburne University of Technology, Australia

Michael Renner,TheBaselSchoolofDesign,Switzerland

Dina Riccò, Politecnico di Milano, Italy

Valentina Rognoli, Politecnico di Milano, Italy

Stan Ruecker, University of Illinois, USA

Tomás Sanchez Criado,HumboldtUniversityofBerlin,Germany

Alessandra Savina, Politecnico di Torino, Italy

ZhabizShafieyoun, University of Illinois, USA

Liliana Soares, University of Lisbon, Portugal

Ricardo Sosa,AucklandUniversityofTechnology,NewZealand; Monash University, Australia

Kay Stables,Goldsmiths,UniversityofLondon,UK

Åsa Ståhl, Linnaeus University, Sweden

Michal Stefanowski,AcademyofFineArtsinWarsaw,Poland

BaharŞener-Pedgley, Middle East Technical University, Turkey

Yasuko Takayama,ShizuokaUniversityofArtandCulture,Japan

ŞuleTaşlıPektaş,BaşkentUniversity,Turkey

Andres Tellez,UniversidadJorgeTadeoLozano,Colombia

Elçin Tezel,BahçeşehirUniversity,Turkey

ŞebnemTimurÖğüt,İstanbulTechnicalUniversity,Turkey

Martin Tironi,PontificiaUniversidadCatólicadeChile,Chile

GülşenTöreYargın, Middle East Technical University, Turkey

Ahmet Zeki Turan,MimarSinanFineArtsUniversity,Turkey

Gülname Turan,İstanbulTechnicalUniversity,Turkey

Canan E. Ünlü, TED University, Turkey

Louise Valentine, University of Dundee, UK

Nicholas Vanderschantz,UniversityofWaikato,NewZealand

Maurizio Vrenna, Politecnico di Torino, Italy

Renee Wever,LinköpingUniversity,Sweden

Anne-Marie Willis,StudioattheEdgeoftheWorld,Tasmania

Artemis Yagou,DeutschesMuseumMunich,Germany

Theodore Zamenopoulos,TheOpenUniversity,UK

Salvatore Zingale, Politecnico di Milano, Italy

Key

note

s Gabriela Goldschmidt

GabrielaGoldschmidtisagraduateoftheSchoolofArchitectureatYaleUniversity.SheworkedasapracticingarchitectintheUSAandIsraelandhadherownpracticeinHaifauntilthemid-1980s,atwhichtimeshejoinedtheTechnioninafull-timecapacity.Sincetheendof2010sheisaprofessoremeritus.Shetaughtalargenumberofdesignstudiosandtheoreticalseminarsthatreflectherresearchareas:designcognition,visualthinkingandsketching,analogy,anddesigneducation.SheservedasavisitingprofessororvisitingscholaratMIT,Stanford,TUDelft,theUniversityofMontreal,UNIST,andBezalelAcademyofArtandDesign.Herpublicationsincludedozensofrefereedjournalpapers,bookchapters,papersinconferenceproceedings,andtwobooks:aneditedvolume(withProf.WilliamPorterofMIT),DesignRepresentation(Springer2004),andLinkography:Unfolding the Design Process(MITPress2014).ShecontinuestolecturearoundtheworldandsupervisePhDstudentsattheTechnion.

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> Disciplinary Knowledge and the Design Space

Whenfacedwithadesignassignment,designers–noviceandexperiencedalike–conductasearchinadesignspacethatcomprisesdifferenttypesofknowledgethatisrelevanttotheassignment.Forexperiencedandcertainlyexpertdesigners,thisknowledgecanbedividedintothreecategories:general,cognitive,anddisciplinary(professional).Novicedesignersoftenhavesimilargeneralknowledge,theyhavecognitiveknowledge,buttheylackdisciplinaryknowledge,whichisacquiredwithexperienceandwithguidance,mostlyaspartofaprofessionaleducation.Disciplinary(professional)knowledgeisembeddedinadisciplinaryworldintowhichthenovicedesignermustbeinitiated.Disciplinaryknowledge,bothdeclarativeandprocedural,affectsthewaycognitiveknowledgeisimplemented.Thedisciplinaryworldoneisamemberof,shapesthedesignspacesoneconstructs.Inthistalkwelookatexamplesofdesignsolutionsgeneratedbynovices(children)andbyprofessionalsindifferentdesigndisciplines,toseehowtheyincorporate(ordonotincorporate)disciplinaryknowledgeintotheirsolutions.Wethenbrieflytouchonthelearningprocessesthatenablenovicestobenefitfrominputbytheireldersanddevelopindependentdesignthinkingskillsandknowledge.

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ZeynepÇelikAlexander’sworkfocusesonthehistoryandtheoryofarchitecturesincetheEnlightenment.AfterbeingtrainedasanarchitectatIstanbulTechnicalUniversityandHarvardGraduateSchoolofDesign,shereceivedherPhDfromtheHistory,Theory,andCriticismProgramatMIT.ÇelikAlexanderistheauthorofKinaesthetic Knowing: Aesthetics, Epistemology,ModernDesign(ChicagoandLondon:UniversityofChicagoPress,2017),recipientoftheCharlesRufusMoreyAwardfromCollegeArtAssociation.Thebookisahistoryofanalternativemodeofknowing-non-propositional,non-linguistic,andbasedonthemovementsofthebody-thatgainedsaliencyinthenineteenthcenturyandinformedtheepistemologicallogicofmodernismintheGerman-speakingworld.Asecondvolume,Design Technics: Archaeologies of Architectural Practice,co-editedwithJohnJ.May(HarvardUniversity)andforthcomingfromtheUniversityofMinnesotaPressin2019,examinesthehistoriesofaseriesoftechniquesthathavecometodominatecontemporarydesigndisciplines.ÇelikAlexanderhaspublishedinnumerousvenues,includingJournaloftheSocietyofArchitecturalHistorians,NewGermanCritique,HarvardDesignMagazine,Log,e-flux,GreyRoom,JournalofDesignHistory,andCentropa.Sheiscurrentlyatworkonanewbookthatexploresnineteenth-centuryarchitecturesofbureaucracyfromtheKewHerbariumtotheLarkinAdministrationBuilding.ÇelikAlexanderisamemberoftheAggregateArchitecturalHistoryCollaborativeandaneditoroftheMITPressjournalGreyRoom.

Zeynep Çelik Alexander

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Whatkindofknowledgeisproducedatadesignschool?Thistalkinquiresintothelate-nineteenthcenturyGermancontextoutofwhichschoolssuchastheBauhausemergedinanattempttomakesenseoftheepistemologicalidealsstillpursuedindesignschoolstoday.TheBauhaushereappearslessasthebeginningofamodernityandmoreasthelastmanifestationofanepistemologicalprojectthatwasmarkedbyfaithinnon-propositionalandnon-linguisticknowledge.Eventhoughthisprojectlostitscredibilityintheearlytwentiethcenturyitstechniquessurvived.DiscussingthesetechniquesastheywereforgedattheBauhaus,thistalkposesquestionsregardingtheepistemologicalhistoryofmoderndesigneducation.

> Drawing Circles

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HalimeDemirkanisProfessorofArchitectureattheFacultyofArt,DesignandArchitecture,BilkentUniversity,Ankara.ShecurrentlyistheDirectoroftheGraduateSchoolofEconomicsandSocialSciences.Sheholdsbachelor’sandmaster’sdegreesinindustrialengineeringandadoctoraldegreeinarchitecturefromMiddleEastTechnicalUniversity.HerpreviousprofessionalexperiencehasincludedappointmentsasresearchassistantandinstructorinthedepartmentsofIndustrialEngineeringandIndustrialDesign, Middle East Technical University; and as a researcher at the Building ResearchInstitute,ScientificandTechnologicalResearchCouncilofTurkey.Herpublicationsincludearticlesinvariousrefereedjournals,bookchaptersandpapersinconferenceproceedings.Hercurrentresearchandteachingincludecreativityinarchitecturaldesignprocess,designeducation,anddesignforanagingpopulation.

Halime Demirkan

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Learningasaninteractiveprocessisanimportantissueindesigneducation.Anindividual’spreferredmethodforreceivinginformationinanylearningenvironmentisthelearningstyleofthatindividual.LearningstyleisthemostwidelyusedconceptinExperientialLearningTheory(ELT).ELTconsiderslearningasacyclethatbeginswithexperience,continueswithreflectionandlaterleadstoactionthatbecomesaconcreteexperienceforreflection.Inthedesignprocess,informationprocessinganddecisionmakingisveryintensiveintheconceptualdesignphase,asaconsequenceofgeneratingandevaluatingalternativeideas.Anepistemologicalandmethodologicalapproachguidesthedesignertocapture,describe,prioritize,actandevaluatealternativedesignsolutions.Therefore,itisimportantthatmethodsandknowledgearelinkedindesigners’cognitivestrategies.Withtheemergenceofdigitaltechnology,thedesignstudiohaschangedfromastudio-basedlearningenvironmenttoatechnologyenhancedactivelearningspace.Educator’sroleintheapplicationoftheELTconceptsofthelearningstyleshouldmatchwiththedynamicmodelofteachingaroundthelearningcycle.Consideringthelearningandknowledge-buildingskillsofstudentsindesign education, the educator should not only be a conveyor of knowledge butalsoafacilitator,encouragingstudentstodeveloptheiracademicandartisticskills.

> Learning and Knowledge Building Skills in Design Education

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OwainPedgleyisfullProfessorofIndustrialDesignatMETUDepartmentofIndustrialDesign.Hisacademicexpertisecentresondesignforproductinteractionandexperience,notablywithintheemergingdomainofmaterialsexperience.Between2014-2017hewasafoundingmemberoftheIndustrialDesignprogrammeattheUniversityofLiverpool,UK.Owainisastrongadvocateandearlypractitionerofacademicresearchconductedthroughdesigning.

Owain Pedgley

> Conducting Research through Design

GülayHasdoğanisaprofessoratMETUDepartmentofIndustrialDesign.AftercompletingherPhDontheroleofusermodelingindesignprocessatCentralSaintMartin’sCollegeofArtandDesigninLondon(1993),shetookpartintheestablishmentofgraduateprogramsattheDepartmentofIndustrialDesignatMETU.Herresearchinterestsareresearchanddesignmethodsindesignpracticeandeducation.

> Formulating Research Goals and Questions

Gülay Hasdoğan

GülşenTöreYargınisanassistantprofessoratMETUDepartmentofIndustrialDesignanddirectorofUTESTProductUsabilityUnit.AftercompletingherPhDoneffectivecommunicationofuserresearchknowledgetodesignprocess,sheconductedpost-doctoralstudiesatUniversityofCambridge.HercurrentinterestsfocusonUXRmethodsandeducation,andidentifyinguser-centredusecasesforemergingtechnologies.

> Communicating Design Research: Evolution of a Research Framework from a PhD to Postdoctoral Research

Gülşen Töre Yargın

Peter Lloyd is Professor of Integrated Design Methodology in the FacultyofIndustrialDesignEngineeringatDelftUniversityofTechnology.Peter is also Acting Chair of the Design Research Society, and Editor-in-Chief forthejournalDesignStudies.Heteachesintheareasofdesignmethods,designthinking,anddesignethicsandhisresearchlooksatallaspectsofthedesignprocess.HewaspreviouslyProfessorofDesignStudiesatTheOpenUniversity,UKandProfessorofDesignattheUniversityofBrighton,UK.

> Quality in Design Research: Tales from a Journal Editor

Peter Lloyd

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ps1 Thinking Inside the Box

Theworkshopwillbebasedonteamwork.Theaimofthisworkshopistocreateproductivethinkingandadynamicofinnovationinthegroup.Theworkshopisaimedtocreateanexperienceofhow“thinkinginthebox”,withinagroupsdialoguecancreateuniqueandnewideas.Intheworkshoptheparticipantswillexperiencehowthinkinginsideaboxcandevelopcreativity.Wewilltakeproducts,suchasatoothbrushorachildren’seducationalgame,andlearnhowtodevelopandcreateinnovationinthosesimpleobjects.

Alon RazgourTheNBHaifaAcademyofDesign/AlonRazgourStudioalon@razgour.com

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2 What I Watch, What I See

“WhatIwatch,whatIsee”workshopwillfocusonvideoanalysistechniquesthroughtheexemplaryvideosofaparticularexperience.Thisworkshopaimstoenabledesignresearcherstounderstandandinterpretparticipants’behaviours,needsandpreferencesonaspecificpractice,andgaininsightsintothatuserexperienceviavideoanalysis.Theworkshopparticipantswillreflectonwhattheyseeandobservethroughmakinginterpretationstodevelopthemesandpotentialdesignsolutionareas.Designresearcherscanmakeuseofthetechniquesincorporatedintotheworkshopfortheirfurtherdesignresearchprocesses,especiallyforthevideoanalysisphases.

Senem TurhanMiddle East Technical Universityturhans@metu.edu.tr

ÇağlaDoğanMiddle East Technical Universitydcagla@metu.edu.tr H

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Storytellingisaprominenttopicindesign,asdesignresearchersandpractitionersdiscoveritseffectivenessinnotonlycommunicatingideasbutunderstandinghumanbehaviour,motivationandinteractions.Animportantchallengeofdevelopinganeffectiveandvaluabledesignscenarioistoreflecttheperspectiveofalltheinvolvedstakeholders,fromtheuser,theproducertothebystanderwhomaybesomehowaffected.Witheverycharacter that is included in the narrative, the designer needs to consider theirvariousgoalswhichmightbedivergingorevenconflictingwitheachotherastheirindividualnarrativesconverge.Thisworkshopbuildsuponorganizers’previousresearchonStoryInterventionMethod(SIM)byexploringthisissueofmultiplenarratives,whichisespeciallyrelevanttoservicedesignoranydesignproblemwheretheencounterofmultipleusersisinquestion.Theworkshopwillfocusonanexperiencemostpeoplearefamiliarwith,andlook at the various narratives that enfold as different users and stakeholders crosspaths.Theparticipantswillbeaskedtocreatenarrativesfordifferentcharacters, envision their encounters and design interventions that lead to alternativenarratives.

DalsuÖzgenKoçyıldırım Middle East Technical Universitydozgen@metu.edu.tr

YektaBakırlıoğluUniversityofLimerickyekta.bakirlioglu@ul.ie

AykutCoşkunKoç Universityaykutcoskun@ku.edu.trH

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Multi-Linear Storytelling in Design Scenarios

Theaimofthisworkshopistoshiftthegeneraltendencyofdesigners’approachofcolordecisionfromsubjectivetoobjective.Unlikethegeneraltendenciesofseeingcolorapplicationasthelasttouchup,designersshouldbeencouragedtocarryoutcolorsearchandcolorapplicationindifferentphasesoftheirdesignprocess,particularlyfocusingontheearlystagesofdesignwheretheformandfunctionofproductsarestillinprogress.Thisworkshopisconstructedinawaytomaketheparticipantsexperiencecolorapplicationindesign,onaconsciouslevelwithapurposetoreachameaningfuluseofcolor,aftertheyaregiventask-relatedcolortheoryinformationwithashortlecture.

EceYalımArtful,EceYalımDesignece@artful.com.tr

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Thesyllabusisaprimaryinstrumentforprojectingthepathofacourse.Traditionally,asyllabusisamulti-page,printedhandoutanditsrelativestabilityrepresentstop-downpedagogythatdelimitsstudentcontributiontocontentdelivery,processesofdiscovery,and/oraffectivereflection.Whatifthesyllabusisameansofallowingbothfacultyandstudentagencyinshapingthecoursetrajectoryasitunfolds?Whatifthesyllabuscompositionandapplicationalso(andintentionally)emphasizesandmodelsopen-endeddesignpractices?Whatifthesyllabustakesintoaccountcircumstantialandsituatedopportunitiesasawaytoteachstudentsresponsivenesstoever-changingconditions?Howmighttheformanddeliveryoftherequisitesyllabusfacilitatesuchpedagogicalvalues?Thisworkshopintroducesthe“dynamicsyllabus:”aninclusive,participatory,andsituatedmeansofbuildingacourseinrealtime(ifnotstructuringcurricula)usingonesimpletool:sharedGoogleSheets.Theworkshopdemonstratesimaginativeuseoftheworkhorsespreadsheetfordesigningsyllabitoinstillinstudentstheabilitytotolerate,ifnotwelcome,anaturalbutunderplayedaspectofdesignpractice:processesthatare,bydefinition,inperpetualflux.

Denise Gonzales Crisp NCStateUniversitydmcrisp@ncsu.edu

Nida AbdullahPratt Institutenabdul35@pratt.edu

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5 The Dynamic Syllabus: Participatory Practices in the Studio Classroom (Parts I & II)

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Contemporaryhigherdesigneduca-tionismakingincreasinguseofonline, digital and distributed studios toaugment,orevenreplace,physi-cal(orproximate)studiospace.Inpartthisisduetoincreasingpres-sures on resources but it is also in responsetoincreasingprofessionalandpracticalusesofonlineanddigitaltools.Bothhavebeenenabledbydevelopmentsinonlinetechnolo-giesandtheirassociatedadoptionasbroadersocio-technicaltools.Thebodyofscholarshipandknowledgearound such alternative studios has grown steadily but slowly over the pastdecades.Veryoftenitisscholar-ship,small-scaleprojects,andcasestudy-based work that contributes knowledge.Whilstthisisvaluable,especiallytopractitionersandteach-ers,itcanoftenbeattheexpenseofstudyingdeeperideasandthemes.Inparticular,basicquestionsaroundhowalternativestudiopedagogydif-fers(ifatall)fromproximatestudiopedagogy,areveryoftenansweredsuperficiallyornotaddressedat

all.Thistrackproposestobringtogetherresearchers,practitionersand educators involved in alternative studios to share knowledge, cases andconsiderdeeperthemesoftheseasapedagogicalmodeinart,design,architecture and engineering educa-tion.Thiswillbeoneoftheearliestgatheringsofexpertstofocusonlyonalternativestudiosasaspecificmodeofdesigneducationandafurther intention would be to initiate theemergenceofaninternationalcommunitywhoseinterestscentredaroundthisparticularresearcharea.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Reviewofdefinitions(orframeworks)andmeaningsofalternative studio spaces, for example:proximate,physical,virtual, online, distance, social, dispersed,mobile,etc.

> Studies and work on the differencesandsimilaritiesbetweenproximateandvirtualstudios.

Derek JonesSenior Lecturer in Sustainable Design,TheOpenUniversity,UK

Nicole LotzSenior Lecturer in Design, TheOpenUniversity,UK

> Alternative Studios

Bibliography

Arvola, M. & Artman, H. (2008). Studio life: The construction of digital design competence. Digital Kompetanse, 2-2008, Vol. 3, 78-96.

Broadfoot, O. & Bennett, R. (2003). Design studios online? Comparing traditional face-to-face design studio education with modern internet-based design studios. In N. Smythe (Ed.), Proceedings of the Apple University Consortium Academic and Developers Conference: Digital Voyages (pp. 9-21).

Crowther, P. (2013). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design, 6(3), 18-28.

Kvan, T. (2001). The pedagogy of virtual design studios. Automation in Construction, 10(3), 345-353.

Little, P. & Cardenas, M. (2001). Use of “studio” methods in the introductory engineering design curriculum. Journal of Engineering Education, 90(3), 309-318.

Robbie, D. & Zheng, L. (2012). Flickr: Critique and collaborative feedback in a Design Course. In C. Cheal, J. Coughlin & S. Moore (eds.), Transformation in Teaching: Social Media Strategies in Higher Education (pp. 73-91). California: Informing Science Press.

> Research into the affordances and affect in online and distance studios.

> Intersections between social mediatechnologiesandonlinestudios.

> The boundaries of what an online studiois–technically,socially,professionally,andeducationally.

> Theoriesofthepedagogyofalternativestudios.

> Scholarshipofalternativestudios: case studies; learning andteachingdesign;practice-basedtheory(ies).

> Intersections between professionalandeducationalonlineanddistancestudios–similarities,differences,modesandmethods.

> Alternativestudiomodesanduses with a relevance to design pedagogyandpracticeorstudiotheory.

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Museumsareprimarilydidacticinstitutions, and web-based edu-cationplatformsbringinnovativeperspectivestoobject-orientedlearningpracticestowardsincreas-ingthepotentialsofvirtualmobilityanddemocratizationofresearchandteachingpractices.Newdisplayenvironmentsalsoprovideamediumtoquestiontheauthorityofmuse-umsasstoragesofknowledgeandtheauthorshipofproducers(artists,designers,curators,etc.).Thistrackinvitesdesigners,museumexperts,historiansandspecialistsinrelatedfields,toseekandexchangealterna-tivewaysofsharingknowledgeine.g.museums,archives,andcollectionsand initiate future research using the potentialsofdigitalculturalherit-age.Itsupportscross-disciplinaryresearch initiatives that integrate science, design, engineering and aesthetics at the core and focuses on virtualmobilityanddemocratizationofknowledgeandfindsitsspaceinmuseums.Professionalengagement(curatorial,artistic,educational)aswellasmuseumvisitsrequiremobil-

ity, which is highly restricted today duetovariouspolitical,economicandsocialconditions.Itisnecessarytoeliminatetheseboundarieswiththeestablishmentofsharedplat-formsthatcanmakethecollectionsaccessibleandprovidenewwaysofexploringandconnectingknowledgeandengagingwiththeobjects.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Web-basededucationplatforms

> Object-orientedlearningpractices

> Digital cultural heritage

> Culturaltechniques

> Scientificnarrations

> Visualizationofintellectualdata

> Monopolisationofknowledge

> Exhibitionsandaestheticpractices

> Digitaldisplays

> Scenographiesofknowledge

> Aesthetics of didactic objects

> Othermodesofrepresentation

AyşenSavaşProf.Dr.,FacultyofArchitecture, Middle East Technical University, Turkey

Felix SattlerCurator,TieranatomischesTheater-ExhibitionResearchSpace,HumboldtUniversity,Germany

> Virtual Mobility and Democratization of Research and Teaching Practices

Bibliography

Israel, J.H. (2016). Mixed Reality as Design Space. In C. Busch and J. Sieck (Eds.), Kultur Und Informatik (XIV). Augmented Reality (pp. 261-270). Hülsbusch Verlag.

Savaş, A. (1996). Institutionalizing artefacts: Designating legal and moral rights over architectural artefacts. Journal of the Faculty of Architecture, 12(1-2), 17-36.

Weber, C. The University Museum as a "Theatre of Knowledge". In: ICOM Study Series 11, 2003, pp. 19-21.

Willenbücher, M. (2014): The Database as a Laboratory: Cabinets of Knowledge. Catalog of scientific collections. In M. Holger, C. Schmitt, S. Janssen & A.-C. Schering (Eds.), Corpora ethnographica online. Strategies of Digitization of Cultural Archives and their Presentation on the Internet (pp. 209-222). Münster: Waxmann Verlag.

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Startingfromthehistoricaltraditionof Bauhaus, basic design can be con-sidered as the core of design educa-tion.Basicdesignexerciseshavemigratedthroughavarietyofculturaltraditions(German,Italian,Swiss,American,etc.).Inthesespecificculturalcontexts,historicalmodelsto teach design basics through a stronginteractionbetweenpracti-cal,theoreticalandmethodologicalissuesinrelationshipwithaesthet-ics, technology and society have beendeveloped.Wemayaskifthesemodelsarestillvalidorwhethertheyneedtoberevisited.Whatcouldbenewinbasicdesign?Howcanwedescribenewbasicsforthefieldofcommunicationdesign?Wesuggestthatcommunicationdesignisfacingtodaymanylevelsofcomplexityanditdemandsnewsensibilitiesandextendedcompetenciesthatsup-porttranslationprocessesamongcultures,codesandpatterns,senses,multiplelanguagesandmedia.Thetranslationparadigm,interpretedasaprocessofmediation,transferand

re-transcriptionbetweendifferentsystems,canrepresentanewrefer-enceschemeforrethinkingdesignbasics.ThesamefieldofTranslationStudiesseemstodaytoopenuptopossibleinterdisciplinaryintersec-tionsthatgobeyondthesimpletextualtranslationandofferthematicconnectionsofgreatinterest.Inparalleltothecategoriesoflinguis-tic translation we can describe the followingaspectsofatranslationforbasic design:

- Intralinguistictranslation(theinterpretationofsignsbymeansofothersignsofthesamelanguage);

- Intersemiotictranslation(theprocessoftransposition/transmutationbetweendifferentsemioticsystems,forexamplefromverbaltovisual,andfromvisualtosound);

- Cross-media/trans-mediatranslation(theinteractionsbetweendifferentmediaandtheirnarrativepotentialities);

Giovanni BauleFullProfessor,DepartmentofDesign, Politecnico di Milano, Italy

Elena CarattiAssociate Professor, DepartmentofDesign,Politecnico di Milano, Italy

Michael RennerProfessor, The Basel School of Design,FHNWAcademyofArtandDesign,Switzerland

> Rethinking Design Basics as Translation

Bibliography

Anceschi, G. (2010). Design di base: fondamenta del design. Il Verri “newbasic”, Giugno n. 43, pp. 40-50.

Baule, G. & Caratti, E. (Eds.). (2017). Design is Translation. The Translation Paradigm for the Culture of Design. “Design and Translation”: A Manifesto. Milano: Franco Angeli.

Botta, M. (Ed.). (2009). Multiple Ways to Design Research. Research Cases that Reshape the Design Discipline. Lugano: SwissDesignNetwork, Et al. Edizioni.

Bucchetti, V. (Ed.). (2018). Culture Visive. Contributi per il Design Della Comunicazione. Milano: Franco Angeli.

Eco, U. (2008). Experiences in Translation. Toronto: University of Toronto Press.

Klein, S. (2018). Hermann Eidenbenz. Teaching Graphic Design. Documents 1926–1955. Zürich, St. Gallen: Triest Verlag.

Lupton, E. & Cole Phillips, J. (2008). Graphic Design: The New Basics. New York: Princeton Architectural Press.

Osimo, B. (2015). Manuale del traduttore. Guida pratica con Glossario, Milano: Hoepli.

Renner, M. (2016). Basic Design in Education, Practice, and Research. In Proceedings of Korea Society of Basic Design and Art KSBDA, Fall Conference 2016 (pp. 2-6). Seoul, 26 November 2016, Chungbuk National University Press.

Schmid, H. & Schmid, N. (2017). Ruder Typography Ruder Philosophy. Zürich: Lars Müller Publishers.

Vetter, P., Leuenberger, K. & Eckstein, M. (2017). No Style. Ernst Keller (1891–1968): Teacher and Pioneer of the Swiss Style. Zürich, St. Gallen: Triest Verlag.

- Interlinguistictranslation(themediationbydesignintheprocessofcommunicationbetween different cultures, for instancethroughextra-textualtranslations).

Thisgridofthedesignprocessseenastranslation,canbeanopenmatrixforanewexperimentalpeda-gogywiththegoalstoimprovethecomprehensionandaccessibilityofthecontent,characterizethemostappropriateformofexpressionforanewmedium,facilitatethequalityofcommunicationinamultilin-gual,interculturalcontext,promoteself-reflection,andreinforcecross-disciplinarity.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Themodernisttradition

> The new basics

> Structuralapproachestodesign

> Translationprocessesindesign

> Experimentalpedagogy

> Intersemiotictranslation

> Intermedialtranslation

> Synaesthetic translation

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Althoughmodernistprinciples(e.g.form,colour,composition,ergonom-ics,structuralanalysis,etc.)arestillinwidespreaduseindesignpeda-gogy,theyhavenotforsometimenowrepresentedtheonlyoption.Onealternative is the anthropologicalturn, often referred to as human-centered design,wherethedefiningconceptisthatthedesignerisnotanadequatesurrogatefortheuser.Thisanthropocentricepistemologyhasarguablybecomethecommon,uncontestedandpoliticallycor-rectplacefromwhichtoteachandpracticedesign.Nonetheless,aseveryframeofactionthatistakenforgrantedhidespoliticalandepiste-mologicalstandpoints,theconceptofhuman-centereddesignsilentlyinfluencesnotjusttheprocess,butalsothekindsofquestionswetendtoaskwhenpracticingandteach-ing.Thistrackaimstoprecipitateaspaceforcriticallyreviewingandcontestingnaturalizedepistemologi-calandmethodologicalframeworks(e.g.user-centereddesign,problem-

solvingdesign).Wewanttodedicatespecialattentiontotheanthropocen-tric biases that encourage us to ig-noretheurgentecologicaldemandsexpressedbyother-than-humanbe-ingsintimesofenvironmentalcrisis.Furthermore,wearealsointerestedinthequestionofhowcriticalactionbecomesanappropriatematterofdesign.Prototypingwithother-than-humanbeingsasalearningexercise,alongwithfavouringaperformativecritiqueofanthropocentricpolitics,provideanalyticalkeystomaketheconceptualizationofourmodesofexistenceamatterofdesign,andinturn,torecognizedesignasacriticalspacetomaterializeunexpectedandmore-than-humanecologies.Withthis double challenge, we want to encourageparticipantstoshareex-periencesandreflectionsondesignlearning,whereother-than-humanactorssignificantlyimpacttheaffec-tiveandoperativeframeworkthatadesignclassroomprojectproduces.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

Stan RueckerAnthonyJ.PetulloProfessorof Design, University of Illinois, USA

Pablo HermansenDr.,SchoolofDesign,PontificiaUniversidadCatólicadeChile,Chile

Martín TironiDr.SchoolofDesign,PontificiaUniversidadCatólicadeChile,Chile

> More-Than-Human Prototyping as Pedagogical Impugnation

Bibliography

Binder, T., Brandt, E., Ehn, P., & Halse, J. (2015). Democratic design experiments: between parliament and laboratory. CoDesign, 11(3-4), 152-165.

De la Rosa, J. (2017). Prototyping the non-existent as a way to research and innovate: A proposal for a possible framework for design research and innovation. The Design Journal, 20(sup1), S4468-S4476.

DiSalvo, C. (2014). Critical making as materializing the politics of design. The Information Society: An International Journal, 30(2), 96-105.

Forlano, L. (2017). Post-Humanism and Design. She Ji: The Journal of Design, Economics, and Innovation, 3(1), 16-29.

Hermansen, P., & Tironi, M. (2018). Pedagogical impugnation: Interspecies prototyping and cosmopolitical encounters. Diseña, (12), 196-227.

Jönsson, L., & Lenskjold, T.U. (2014). A foray into not-quite companion species: Design experiments with urban-animals as significant others. Artifact, 3(2), 7.1-7.13.

Latour, B. (2005). From Realpolitik to Dingpolitik or How to Make Things Public. In B. Latour & P. Weibel (Eds.), Making Things Public: Atmospheres of Democracy (pp. 4-31). Cambridge, Massachusetts: The MIT Press.

Maze, R. (2016). Design and the Future: Temporal politics of ‘making a difference'. In R.C. Smith, K.T. Vangkilde, & M.G. Kjaersgaard (Eds.), Design Anthropological Futures (pp. 37-54). London: Bloomsbury Publishing.

Michael, M. (2012). De-signing the object of sociology: Toward an idiotic methodology. The Sociological Review, 60(S1), 166-183.

Stengers, I. (2010). Including Nonhumans in Political Theory: Opening Pandora’s Box? In B. Braun & S.J. Whatmore (Eds.), Political Matter: Technoscience, Democracy, and Public Life (pp. 3-34). Minneapolis: The University of Minnesota Press.

Tironi, M., & Hermansen, P. (2018). Cosmopolitical encounters: Prototyping at the National Zoo in Santiago, Chile. Journal of Cultural Economy, 11(4), 330-347.

Tsing, A. (2010). Arts of Inclusion, or How to Love a Mushroom. Manoa, 22(2), 191–203.

Wilkie, A., Savransky, M., & Rosengarten, M. (2017). Speculative Research: The Lure of Possible Futures. London: Routledge.

> Prototyping

> Speculativeresearch

> Cosmopoliticaldesign

> Experimentationindesigneducation

> Interspeciesexplorations

> More-than-humancorrespondence

> DesignfacingtheAnthropocene

> Environmentalenrichment

> Designanthropology

> Situated knowledge

> Performativity

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Thenewcomputationaldesignpara-digmindicatesashiftfromrepresen-tationtosimulationwithaspecialfocusoncreatingintegratedsystems.Materialproperties,performativequalities,naturalevolutionandotherimportantknowledgeisbeingintegratedintohighlyinterdiscipli-narydesignprocesses.Designer-au-thoredgenerativesystemsenableustoconceiveandmanagethedesignprocessasadynamicecosystemratherthanfragmentedpracticesofform-finding,analysisandproduc-tion.Allofthesedevelopmentsentailtransformationsbothindesigneducationandpractice.However,wecanseeanunequalpaceofdevelop-mentsinbothfields.Aselectgroupofpioneeringschoolsandfirmsispushinganddevelopingthenotionofcomputationaldesignthinking,whereas a large section of both arestrugglingwiththeconceptoraltogetherdismissingit.Inschools,non-Euclideangeometriesproducedbythenewmediaareembracedenthusiastically by the students, but mostlyitneedstobeincorporatedin

aneducationalpedagogy.Theques-tionofhowtopreparegraduatesas“computationaldesigners”remainsunansweredfrombothschoolsandpractice.Thedistinctionbetweencomputationandcomputerisationin design education is critical in thissense,sincetherealpotentialofcomputationaldesignliesinitsconceptualizationasawayofthink-ing.Withinthisframework,thistrackcalls for innovative and thought-provokingworkaroundthefollowing5W1Hquestions:

1. Whatiscomputationaldesignthinking?

2. Whyiscomputationaldesignthinkingimportantindesigneducation?

3. Howiscomputationaldesignthinkingemployedinpracticeanddesigneducation?

4. Whereandwheniscomputationaldesignthinkingbestemployedinpracticeandeducation?Whatdoesthetransformedpractice/curriculumlooklike?

ŞuleTaşlıPektaşProf.Dr.,BaşkentUniversity,Turkey

Henri AchtenProf.Dr.Ir.,CzechTechnicalUniversityinPrague,Czechia

> Computational Design Thinking

Bibliography

Alexander, C. (2011). Systems generating systems. In A. Menges & S. Ahlquist (Eds.), Computational Design Thinking (pp. 58–67). Chichester, UK: John Wiley & Sons.

Knight, T., & Vardouli, T. (Eds.) (2015). Computational Making [Special Issue]. Design Studies, 41(Part A), 1-162.

Kolarevic, B., & Malkawi, A.M. (2005). Performative Architecture: Beyond Instrumentality. New York: Spon Press.

Menges, A. (Ed.). (2012). Material Computation: Higher Integration in Morphogenetic Design [Special Issue]. Architectural Design, 82(2), 1-144.

Menges, A., & Ahlquist, S. (Eds.). (2011). Computational Design Thinking. Chichester, UK: John Wiley & Sons.

Oxman, N. (2010). Material-based design computation. (PhD. Dissertation). Retrieved from: https://dspace.mit.edu/handle/1721.1/59192#files-area

Oxman, R. (2012). Informed tectonics in material-based design. Design Studies, 33(5), 427-455.

Terzidis, K. (2003). Algorithmic form. In Expressive Form: A Conceptual Approach to Computational Design (pp. 65-73). New York: Spon Press.

Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

5. Whoisresponsibleforteachingandmanagingcomputationaldesign?

Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Material-based design

> Digital fabrication

> Computationalmaking

> Biologicallyinspireddesignthroughcomputationalmethodsand tools

> Shapegrammars

> Parametricdesign

> Performativedesign;performativearchitecture

> Responsivedesign;responsivearchitecture

> Coding education

> Computationalthinkinginthedesign studio

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The ability to work effectively in a globalenvironmenthasbecomees-sential for designers in the current workplace.Educationalinstitutionsneed to nurture student skills not onlyfromadesignskillsperspectivethat takes into consideration a broad worldview,butalsofromanintercul-turalperspectivethatincorporatesthenecessarycommunicationskills,culturalsensitivitiesandflexibility.Design schools around the world have been collaborating through international events such as design workshops,summerschools,ordesignprojectsforthegenerationofsolutionsdevelopedbyinterculturalstudentteams.Since2014,wehavebeen conducting the annual series of InternationalCollaborationWork-shopsbetweenTurkeyandJapan.Inadditiontotheaforementionededu-cationalobjectives,theseworkshopshaveproventobebeneficialfortheinstructorsregardingthemanage-mentofthedifferencesineducation-alapproachesandculturaltraditionsbetweentheparticipatingcountries.Italsoprovidedtheinstructorswith

theopportunitytoconductjointre-search.Furthermore,thedesignso-lutionsdevelopedbytheinterculturalstudentteamshaveattractedtheattentionoflocalindustries.Basedontheseargumentsandexperiences,we suggest that in situ intercultural collaborationhassignificantbenefitsandimplicationsfordesigneduca-tion,researchandpractice.Weexpecttouncoverfurtherinsightsthroughyourexperiencesconcerninginternational or intercultural col-laborationsindesigneducation.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> International collaboration in design education

> Intercultural design student teams

> Internationalworkshops,summerschools,projects,etc.

> Interculturalmanagement

Yasuko TakayamaDr.,DepartmentofDesign,ShizuokaUniversityofArtandCulture,Japan

A. Can ÖzcanDr.,DepartmentofIndustrialDesign,İzmirUniversityofEconomics,Turkey

> Intercultural Collaboration in Design Education

Bibliography

Börekçi, Naz A.G.Z. & Korkut, F. (2017). Collaborating with external partners in industrial design education: A review of success factors. In G. Pritchard & N. Lambert (Eds.), Proceedings of LearnXDesign London 2017 Conference (pp. 183-191). Ravensbourne, 27-30 June 2017. London: Ravensbourne Publications.

Jones, K.A. & Jones, J.L. (2008). Making Cooperative Learning Work in the College Classroom: An Application of the ‘Five Pillars’ of Cooperative Learning to Post-Secondary Instruction. The Journal of Effective Teaching, 8(2), 61-76.

Morelli, N. & DeGötzen, A. (2017). A multilevel approach for social transformations and its implications on service design education. In L. Di Lucchio, L. Imbesi & P. Atkinson (Eds.), Design for Next: Proceedings of the 12th European Academy of Design Conference (pp. 803-813). Sapienza University of Rome, 12-14 April 2017. The Design Journal, 20(Suppl. 1), S803-S813.

Simonsen, J. & Robertson, T (Eds.). (2012). Routledge International Handbook of Participatory Design. London: Routledge.

Takayama, Y. & Sarich, E. (2017). Developing an International Design Workshop Methodology: Based on a Design Workshop between a Japanese and a Turkish University. International Journal of Affective Engineering, 17(2): 57-66.

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Designeducationmainlytargetsskilldevelopmentandknowledgeenhancement.Designinforma-tion, which is used to establish designknowledge,comprisesofdatarangingfromrawtostructured.Consequently,educationalpracticeindesignaimstocreateandutilizethesedata.However,thedesignknowledgeisusuallyimplied,ortacitand design act is generally based onimplicitutilizationofthisdomainknowledge.Theknowledgetransferisusuallyperformedonanexperi-encebase.Thisexperientialnatureoftenpushesdesignacttoanon-in-stitutionalground.Withtheadvance-mentoftechnology,newformsofdesignpracticehasemergedbothinhandicrafts and technology centred making.Theemergingmind-setsandskillsenablednewdesignprac-titionersandcommunitiestoappearinsmall-scalemaking,analogueanddigitalcrafts.Therefore,newformsofexperientialknowledgetransfer

occurinthepracticeofdesigners whohavenotgonethroughaformaldesigneducation,suchascraftsmen,ormakers.Thetrackaimstoscru-tinizethisissue.Possiblequestionsmaybeasfollows:

- Howisknowledgetransfermadewithinthesecommunities?

- Howaretheskillsacquired?

- Whatarethealternativemediumsofcommunicationandtransfer?

- Whatarethetrainingprogramsoffered?

- Canthesenewcommunitiesintegrate with design education orpractice?

- Howcantheseemergingmind-sets and skills contribute to formaldesigneducation?

- Whatarethewaysoftransferringtacit knowledge generated and acquiredbythesecommunitiestonovicedesignstudents?

Dilek AkbulutAssoc.Prof.Dr.,DepartmentofIndustrialDesign,GaziUniversity, Turkey

GülayHasdoğanProf.Dr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

EnginKapkınAsst.Prof.Dr.,DepartmentofIndustrialDesign,EskişehirTechnical University, Turkey

> Insider Out: Knowledge Transfer in Alternative Design Practices

Bibliography

Atkinson, P. (2006). Do It Yourself: Democracy and Design. Journal of Design History, 19(1), 1-10.

Day, E.A., Arthur, W. Jr, & Gettman, D. (2001). Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology, 86(5), 1022-1033.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ, USA: Prentice-Hall.

Pacey, P. (1992). “Anyone Designing Anything?” Non-Professional Designers and the History of Design. Journal of Design History, 5(3), 217-225.

Ranson, B. (1989). Craftwork, Ideology and the Craft Life Cycle. Journal of Design History, 2(2-3), 77-92.

Schvaneveldt, R.W., Durso, F.T., Goldsmith, T.E., Breen, T.J., Cooke, N.M., Tucker, R.G. & De Maio, J.C. (1985). Measuring the structure of expertise. International Journal of Man-Machine Studies, 23(6), 699-728.

Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Craftcommunities

> Makermovement

> Knowledge transfer

> Mentalmodels

> Trainingmaterials

> Knowledge structures

> Skill-basedperformance

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This track is intended to address concepts,methodsandpracticeindesign education that coach students towards awareness, criticality and mindfulnessoftheirfutureprofes-sionalpractice.Inaworldofrapidtechnological,economicandenviron-mentalchangewhereitispossibletodesignandmakesomuch,thereisa need for a designer who is able to respondnotjusttotheglobalmarketbuttoglobalcircumstances.Designeducationisoverwhelminglydefinedbytheinstrumentalroleofdesignintheglobaleconomy,butmustre-orientatetowardspracticesofsus-tainment.Designcommunitiesandindividualsaredrivingchangefromwithin and outside the traditional boundariesofdesignpractice,butsuchcriticalapproachesaremargin-al.Thisrelationmustbereversed.Adesignerisneededwhocanrespondtoglobalcircumstances,namedbyArturoEscobaras“theautonomousdesigner”(Escobar,2018).Criticalpedagogicalmethodsareemergingthatchallengetraditionalapproach-esembeddedindesigneducation.

Centraltothisisidentificationofnewandre-configuredessentialknowledgeforfuturedesigners.Thisequallyinvolvescriticalengagementwithimplicitdesignvalues,normsand rules within design education thatsustaintheunsustainable.Thistrackaimstoengagedialogueacrossdesigndisciplinesandpractices,andbuildonpreviousliteraturesuchastransitiondesign(Gideonetal.,2015),socialdesign(Armstrongetal.,2014),redirectivepractice(Fry,2010)anddesignafterdesign(Willis,2006).Ofrelevancetothistrackarebothsuccessfulandfailedexperiments,critical dialogue within education and industry, and the challenges inherent tocapturingcriticalmethods.Whilecriticalitymayimplicitlybepartofsomedesigners’insiderknowledge,it needs further elaboration and theorizationtobedisseminatedwithindesigneducationandbeyond.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Mindfullyexperimentalapproach-es to learning and designing, and howweexpressthese.

ÇiğdemKayaPazarbaşıAssoc.Prof.Dr.,İstanbulTechnical University, Turkey

Anne-Marie WillisIndependentResearcher,StudioattheEdgeoftheWorld,Tasmania

Julia KeyteCourse Leader for Furniture and Product Design, Bath School of Art and Design, UK

> Learning for Autonomous Design

Bibliography

Armstrong, L., Bailey, J., Julier, G. & Kimbell, L. (2014). Social Design Futures: HEI Research and the AHRC. Arts & Humanities Research Council, University of Brighton, Victoria & Albert Museum.

Escobar, A. (2018). Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds. Durham and London: Duke University Press.

Fry, T. (2009). Design Futuring: Sustainability, Ethics and New Practice. Oxford, UK: Berg Publishers.

Gideon K., Irwin, T., & Willis, A.-M. (Eds.) (2015). Transition Design (special issue), Design Philosophy Papers, 13(1).

Papanek, V. (1972). Design for the Real World: Human Ecology and Social Change. New York: Pantheon Books.

Willis, A.-M. (2006) Ontological Designing. Design Philosophy Papers, 4(2), 69-92.

> Methodstosupportlearnersindefiningtheirrelationshiptothematerialworld,andtobuildupacriticalsensitivitytoit.

> Supportingagencyofthelearnerindefiningtheirownprojects.

> Developingself-awarenessofthedesigneducator.

> Howtoengenderenthusiasmfor redirecting design creativity towardstheconditionsofnow.

> Intellectual resources: which non-design areas of knowledge are essential for future critical designers?

> Developingnewskills,learninganddispositionsneededtoworkmeaningfullyinthegigeconomy.

> Howtoelevatetheimportanceofnon-traditionaldesignpractices(co-design,social-changedesign,etc.)asdesirablecareerpaths.

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PublicEngagementinitiativesinUKhigher education institutions offer oneroutetoconfrontingelementsofsocialexclusioninsociety.Diversity-ethnic,genderandsocio-economic-in STEM and arts education and careersislow(TheWarwickCom-mission,2015;Archeretal.,2013),linking to low levels of social inclu-sion.Design-ledapproachessuchasSMASHfestUKandtheHeartandLungRepairShophavebeenrecog-nisedassuccessfulmechanismsforengaging underserved and under-representedpublics,andchallenginginstitutionalpublicengagementcul-ture.Theprevalenceandeffective-nessofdesignasthedriverforpublicengagementandsocialinclusiondevelopmentis,however,underex-ploredanduncertain.Design,oftenthroughtheconceptofdesignthink-ing(Brown&Wyatt,2010)hasbeenpopularisedasauniversalapproachtoinnovationacrossdisciplines.Cantheclaimedbenefitsofadesignap-proachenhancesocialinclusion,anddeveloptheeffectivenessofpublicengagementstrategiesanddelivery?

Someinitiativesareexplicitlydesign-focused,whereasmanyothersarecarefullydesigned(butwithoutacknowledgementofthedisciplineandapproach),whileothershaveevolvedfromthedisciplinaryheritagewithinwhichtheysit.Theaimsofpublicengagement,asdefinedbytheNationalCoordinatingCentreforPublicEngagement,are“theactivityandbenefitsofhighereducationandresearch [that] can be shared with thepublic”andthatcanenhanceinclusioninhighereducation(Ćulum,2015).Acrosspublicengagementini-tiatives,human-centred,design-ledinnovationsseemtobeemergent.WhenEmiKolawole(2016)asksthatwe“…considerwhatahuman-cen-teredapproachtogrowingdiversityandinclusionmightlooklike”,thisconsideration has resonance with theemergenceofdesignwithinthissector.Thistrackaimstoexplorethestateofthesector,andlandscapeinexpertanddiffusedesignforpublicengagementandsocialinclusion(Manzini,2015),interrogatingadiverserangeofperspectivesabout

WynGriffithsSenior Lecturer in Product Design and Engineering, MiddlesexUniversity,UK

Lindsay KeithDr.,DepartmentofCreativeProfessions and Digital Arts, University of Greenwich, UK

> Designing for Social Inclusion and Public Engagement

Bibliography

Archer, L., Osborne, J., DeWitt, J., Dillon, J., Wong, B., & Willis, B. (2013). ASPIRES: Young people’s science and career aspirations, age 10-14. King’s College London Department of Education & Professional Studies.

Brown, T., & Wyatt, J. (2010). Design Thinking for Social Innovation. Development Outreach, 12(1), 29–43.

Ćulum, B. (2015). Academics and Service to the Community: An International (European) Perspective. In W.K. Cummings & U. Teichler (Eds.), The Relevance of Academic Work in Comparative Perspective (pp. 139–162). Basel: Springer International Publishing.

Kolawole, E. (2016). Where inclusion meets human-centered design – Stanford d.school – Medium. Retrieved from https://medium.com/stanford-d-school/where-inclusion-meets-human-centered-design-518a4c1c93a1

Manzini, E. (2015). Design, When Everybody Designs: An Introduction to Design for Social Innovation. Boston: The MIT Press. Retrieved from https://mitpress.mit.edu/books/design-when-everybody-designs

The Warwick Commission (2015). Enriching Britain: Culture, Creativity and Growth. The 2015 Report by The Warwick Commission on the Future of Cultural Value. Coventry: The University of Warwick. Retrieved from http://www2.warwick.ac.uk/research/warwickcommission/futureculture/finalreport/enriching_britain_-_culture_creativity_and_growth.pdf

philosophies,practicesandimpactswithinthelandscape.Thistrackalsoaimstoexploretheunderstanding,prevalenceandimpactofdesignandhuman-centredapproacheswithinthisfield.Whatdoresearchersandpractitionersrecogniseasdesign?Whetherthereisrecognitionofdesignasexplicit(expert)orimplicit(diffuse)withintheseapproaches?Whetherdiffuseorexpertdesignleadapproaches(Manzini,2015)areconsideredtheoptimumapproachwithinthecommunityofpractice?Howareinitiativesandindividualsconfrontingembeddedfeet-on-the-groundrecruitmentmetricsinhighereducation and cultural organisa-tions?Thetrackseekscontributionsfromresearchersorpractitionersengaged within design, design for so-cialinnovation,publicengagement/publicengagementwithresearch,socialpolicy,STEMorartscom-munication,andgeneralordesigneducation to enable a broad consid-erationofthestate-of-the-landscapeand to drive future conversation withintheareaandinsociety.This

trackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Design thinking

> Design for social inclusion

> Design for social justice

> Designforwideningparticipation

> Embracingdiversity

> Publicengagement

> Publicengagementwithresearch(PER)

> Experiencedesignforpublicengagement

> STEAM

> STEMcommunication

> Artscommunication

> Socio-economicstatus

> Socialpolicy

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Recentliteratureondesigncompe-tencesreportshowdesigneduca-tionhaschangedbothitsemphasesandcontextsoverthelastdecades.Asdesigneducators,weallseemless concerned with the traditional, technical and designerly skills, than softskills,whichareexpectedtohelpdesigngraduatesatthejobmarketnavigateawiderangeofjobofferings as curators, coordinators, designthinkers,andstrategists.Inthese roles designers collaborate with a wide range of stakeholders foraseeminglyendlessrangeofinnovationproblems.Acommonsight in design curricula are those projectsthatareshapedwithsocialandpoliticalconsiderations:pro-jects where design students work withcommunities,withschools,withlocalcraftspersons;projectsofcriticalityandfictionthroughwhichtheyinquireintotodaysandfutures;projectswheretheylearntopositionthemselvesnotonlyprofession-allybutpoliticallywithinreal-worldenvironments.Ratherthanconsider-ingmerelytoprimeourstudentsfor

amoreflexiblejobmarket,however,design educators are genuinely enthusedbythelearningopportuni-tiesthatsociallyorientedprojectsoffer: in teaching design students lessonsinsocialresponsibility,criti-calthinking,politicalawareness,andempathy.Weareinterestedinpapersthat contribute to a discussion over possibilitiesofintegratingsociallyandcriticallyorientedpedagogiesindesigneducation.Possibletopicsareas follows:

> Strategies for integrating social responsibility,criticalthinking,feministepistemologiesandintersectionalpositions,politicsofdissent,etc.,intodesigncurricula.

> Useofethnographic,generativeand other design research methodsinteachingforfosteringawareness,reflexivity,criticalityandempathy.

> Shortcomingsofnovellearningmodelsorpracticesascurrentlyappliedindesigneducation.

Harun KayganAssist.Prof.Dr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

Selin GürderePhDCandidate,DepartmentofIndustrial Design, Middle East Technical University, Turkey

Åsa StåhlSeniorLecturer,DepartmentofDesign, Linnaeus University, Sweden

Guy JulierProfessorDr.,DepartmentofDesign,Aalto University, Finland

> Integrating Socially and Critically Oriented Approaches to Design Education

Bibliography

DiSalvo, C. (2012). Adversarial Design. Cambridge, Massachusetts: The MIT Press.

Dunne, A. & Raby, F. (2013). Speculative Everything: Design, Fiction and Social Dreaming. Cambridge, Massachusetts: The MIT Press.

Ratto, M. (2011). Critical Making: Conceptual and Material Studies in Technology and Social Life. The Information Society 27(4), 252-260.

Schalk, M., Kristiansson, T., & Mazé, R. (Eds.) (2007). Feminist Futures of Spatial Practice: Materialisms, Activisms, Dialogues, Pedagogies, Projections. Baunach, Germany: AADR (Spurbuchverlag).

Simonsen, J. & Robertson, T. (Eds.) (2012). Routledge International Handbook of Participatory Design. New York: Routledge.

> Studiesofpowerasymmetrieswithinsocial,participatoryandcriticaldesignpracticesin education, not least between design educators, designstudentsandprojectstakeholders.

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Designdisciplineiscurrentlyundergoingaphaseofgreatandchallengingdebate,chieflysprungbytheexpressionandacquaintanceofarealitythatisintrinsicallycomplex.Thisfeatureisstillemergingandfiguresouttheworldasasolelivingsystem.Designhastofaceunprec-edentedsocial,environmental,politi-calandeconomicalchallengeswithanewperspective,questioningtheroleitplays,itstoolsandmethodolo-gies.Thistrackinvitestoexplorehowdesign,findingitselftransdiscipli-naryandactingso,canfacethecom-plexityofissues,actualizingaonedesignactbytheinterplayamongalldisciplines.Moreover,itencouragescriticalreflectionsonhowdisci-plinarycontaminationaffectsthedesignpedagogyofpresentandfu-ture generations of researchers and practitioners.Designstudiesacquirethe awareness not to be a self-stand-ingdisciplineanymore,takingtheadvanceofasystemicthinking.Thishasbeenthefirstrealcontamina-tionamongknowledgeandledinter

aliatotheflourishingofacompletelynewapproachtodesign,inmeaninganddoing.Fromthisangledesignmovesfrombeingsolutionssuppliertocriticalreader,withthecapac-ityofgraspingfactswithanholisticpointofview.Thecurrentpurposeandrequirementofdesigngetsclosetoasocialfunction,assumingakeyresponsibilityinunderstandinghowtomanagecomplexchallengesbysettingnetworksofpeopleandpro-fessionalstoplanmeshofsolutions.Systemicdesignembracesdesigners’expertiseinanadvancedposition.Based on interconnected knowledge, spinsoverthemtoenvisionanddraw strategies by founding relations andimplementingacomprehensivecrossculture.Contributionsarewelcomedfromstudents,research-ersandprofessionalsfromthefieldsof design, architecture, education, anthropology,sociology,econom-ics,management,environmentalsustainability,amongothers.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

Pier Paolo PeruccioAssoc.Prof.,Departmentof Architecture and Design, Politecnico di Torino, Italy

Paola MenzardiPhDCandidate,Departmentof Architecture and Design, Politecnico di Torino, Italy

Alessandra SavinaPhDCandidate,DepartmentofArchitecture and Design, Politecnico di Torino, Italy

Maurizio VrennaPhDCandidate,DepartmentofArchitecture and Design, Politecnico di Torino, Italy

> Systemic Design Approach for Transdisciplinarity

Bibliography

Boehnert, J. (2018). Design, Ecology, Politics. Towards the Ecocene. London: Bloomsbury Academic.

Bistagnino, L. (2011). Systemic Design. Design the production and environmental sustainability. Bra: Editore Slow Food.

Capra, F., & Luisi, P.L. (2014). The System View of Life. Cambridge: Cambridge University Press.

Celaschi, F. (2017). Non industrial design. Contributi al discorso progettuale. Bologna: Luca Sossella Editore.

Fry, T. (2008). Design Futuring. Sustainability, Ethics and New Practice. Oxford: Berg Publishers.

Pauli, G. (2010). Blue Economy – 10 Years, 100 Innovations, 100 Million Jobs. Taos: Paradigm Publications.

Muratovski, G. (2016). Research for Designers: A Guide to Methods and Practice. Los Angeles: Sage.

> Systemicdesign

> Holisticapproach

> Founding relations

> Designer roles

> Fluiddisciplinaryboundaries

> Multi-Inter-TransDisciplinarity

> Insider/Outsiderknowledge

> Complexissuesmanagement

> Designtomediate

> Design to connect

> Mutual strengthening

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Prototypingiscentraltodesignandteachingstudentstoprototypewellmustbecentraltotheireduca-tion.Thescopeofprototypinghasexpandedtoenablingeachlevelofstudy,fromundergraduatetoPhD,toreifytheirideas.WeproposeasetoftopicsoutlinedbyScaletskyetal.(2014),whichincludedevelopmental,experimentalandprovocativepro-totypes.Currently,designeducationusesstudiotimefordevelopmentalprototyping;learningtheprocess,skillsandformsofproduction.Theseare useful skills, however it is only oneareaofprototypingcurrentlycov-eredindesigneducation.Therearenewpressuresondesigneducatorstoincludetopicssuchasnewtech-nologies,addedtheory,andmethodsthat have changed studio curricu-lum.Whathavewelearnedfromtheprototypingclass?Howdoweteachdesignerstolearnfrommaking?Canwe offer the werkbundexperienceto all design students where they canproducefull-scaleprototypes?ToparaphraseJohnC.Maxwell,learn fast by failing early and often

describesthestrategyofexperimen-talprototyping.Thegoalsofexperi-mentalprototypesarenottocreatesomethingforproduction,butrathertocreatesomethingthatembodiesatheorytobeexplored.Intheexperi-mentaltypethenotionoflearningismorestronglyboundtotheobserva-tionoftheuserandobjectsinuse.Theoryismeanttobenefitpracticeasgeneralizableknowledgethatisappliedtoavarietyofscenariosandcontexts.Designstudentsatthemaster’slevelshouldbewellversedintheexperimentalformofproto-typing.Itisuncertainwhichformofprototypingcomesfirst,experimentalorprovocative,butitisclearthatweuse the latter less often in the design process.Usingprototypesasaformofbrain-stormingcanhelpexplorenewbehaviours,challengepresump-tions,andoffernewapproachestooldwaysofdoingthings.Provocativeprototypesdonotattempttorefineoraddressresearchquestionsbutratherchallengepeopletothinkinnovelorinterestingways.Prototypesaremoreimportanttothedesign

Gerry DerksenProfessor,WinthropUniversity,USA

ZhabizShafieyounPostdoctoral Research Scholar, University of Illinois, USA

> Learning from Prototypes

Bibliography

Agogino, A.M., Beckman, S.L., Castanos, C., Kramer, J., Roschuni, C., & Yang, M. (2016). Design practitioners’ perspectives on methods for ideation and prototyping. International Journal of Engineering Education 32(3B), 1428-1437.

Bogers, M., & Horst, W. (2014). Collaborative prototyping: Cross fertilization of knowledge in prototype driven problem solving. Journal of Product Innovation Management, 31(4), 744-764.

Gero, J.S., & Kannengiesser, U. (2004). The situated function-behaviour-structure framework. Design Studies, 25(4), 373-391.

Lim, Y.-K., Stolterman, E., & Tenenberg, J. (2008). The anatomy of prototypes: Prototypes as filters, prototypes as manifestations of design ideas. ACM Transactions on Computer-Human Interaction, 15(2): 1-27.

Peter, A., Lotz, N., McDonnell, J., & Lloyd, P. (2013). The effect of prototyping material on verbal and non-verbal behaviours in collaborative design tasks. In Proceedings of 5th International Congress of International Association of Societies of Design Research (IASDR) (pp. 2382-2393). 26-30 August 2013, Tokyo, Japan.

processinallformsofdesignandof-tenunderutilizedasawayofthinkingaboutdesignproblems.Thesubjectis broad enough for new designers tolearnmoreabouttheirfunctionandtobeexpandedfurtherbymanydesignresearchers.Thistrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Developmental-Productionprototyping.

> Experimental-Prototypeasthoughtexperiment.

> Provocative-Prototypeasideagenerator.

> Prototypesarecentraltodesign- Design education starting with prototyping.

> Boundaryobjects-Prototypingconsensus,collaboration.

> Largeformatprototypes-Systemsdesigningforscaleandcomplexity.

> Evaluation and analysis of prototypes.

> Thedarksideofprototyping-Catastrophicfailure,fixation,andotherprototypingproblems.

> Newtechbeyondtherapid-Highandlowfidelity,functionality,add-onfeatures.

> Typesofprototypes-Aesthetic,functional,structural,alpha-beta-goldstandard.

> Observingusers-Prototypetesting.

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Therapidtechnologisationofthework, leisure and educational aspectsofeverydaylifeimposesachangeinthedesignpracticefromobject-focusedtowardsamorecom-prehensive,experientialapproachtodesignedartefacts.Thereflectionofthesetransformationsonbothacademiaandindustryhasrecentlybrought about an interest in integra-tion of UX knowledge and skills into theeducationalprograms.Althoughdifferentfieldsofdesignandtechnol-ogyposevaryingapproaches,wefinditvitaltodevelopamulti-facetedyetcommoneducationalagendainordertosecureameaningfulpositionfordesignstudentsintheirupcomingprofessionallives.Currentprofes-sionalpracticeofUXshowsastrongtendencytowardsmethodsandskillsrelevant to screen-based interaction; allthesame,theacademiasustainsatheoreticalinterestininstrumentalornon-instrumentalaspectsoftheuserexperience.Focusingonthedesignofmeaningfulinteractionsforusersasthemajorpremiseoftheexperientialapproachwellaligns

with the conventions of design edu-cation,especiallytheuser-centreddesignperspective.Althoughhavingrootsinergonomicsandhumanfactors,user-centredapproachindesign education has been evolving intoanawarenessofusercontexts,anddesigningforpositive,holisticuserexperiences.TherelevanceoftheUXprocessandmethodsfordesign education is also evident in recentpublicationsreportingonlocal,institutionalandindependenteffortstoequipthestudentswithsuchemergingrequirementsoftheprofessionallife.Fromthispointofview,weaimtocreateaspacefordialogue between design educators and researchers who are interested in integrating UX awareness and skillsintodesigneducation.Wewel-comecontributionssharingteachingexperiencesaswellastheoreticalworkaimingatbringingtheUXagendaintodesigncurriculum,hencepreparingfuturedesignersandresearchersfortheemergingdemandindesignandtechnologyindustry.Thistrackwouldliketo

AslıGünayDr.,BILTIR-UTESTProductUsability Unit, Middle East Technical University, Turkey

Sedef SünerAssist.Prof.Dr.,Departmentof Industrial Design, TED University, Turkey

GülşenTöreYargınAssist.Prof.Dr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

> Bringing User Experience (UX) Agenda into Design Education

Bibliography

Faiola, A. (2007). The design enterprise: Rethinking the HCI education paradigm. Design Issues, 23(3), 30-45.

Getto, G., & Beecher, F. (2016). Toward a model of UX education: Training UX designers within the academy. IEEE Transactions on Professional Communication, 59(2), 153-164.

Gonzalez, C.A., Smith, M.A., & Youmans, R.J. (2017). Are human factors students prepared for careers in user experience research? A survey of predicted and actual skill utilization. In Proceedings of the Human Factors and Ergonomics Society 2017 Annual Meeting, 61(1), 1101-1105.

Hanington, B.M. (2010). Relevant and rigorous: Human-centered research and design education. Design Issues, 26(3), 18-26.

Karapanos, E. (2013). Modeling Users’ Experiences with Interactive Systems. Berlin, Heidelberg: Springer Berlin Heidelberg.

Vorvoreanu, M., Gray, C.M. Parsons, P., & Rasche, N. (2017). Advancing UX Education: A Model for Integrated Studio Pedagogy. In CHI '17 Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 1441-1446). 06-11 May 2017, Denver, USA.

explore,butisnotlimitedto,thefol-lowingtopics:

> Theoreticalmodelsfortheintegration of UX theory and methodsintodesigneducation.

> Methodsdevelopedtofamiliarisestudents with UX awareness, toolsandskills.

> Equippingdesignstudentswithtechnical UX knowledge and skills.

> State-of-the-artexamplesofapplieduserresearchindesigneducation.

> Hands-onexperiencesinintegratinguserexperiencefactors into student design projects.

> Contextualdesignpracticesindesigneducation.

> Practices of teaching design for specialusergroupsandneeds.

> Collaborations with UX industry ineducationalprojects.

> MultidisciplinarycollaborationsinstudentUXprojects.

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Design considerations focusing on thediverseaspectsofsustainabilityhavebecomeakeysourceofdrivefor design education, which would includethedevelopmentofdesignsolutions in line with local needs andpreferences,localizationandpersonalization,opendesignandmakercultureinrelationtosustain-ability,enablingmaintenance,repairandupgrade,designforbehaviourchange, and effective use of resourc-es.Tobetteraddressandreflectonthese considerations, design educa-torsandresearcherscouldincorpo-ratevarioustoolsandmethodsintothedesignprocess,aimingtoequipdesign students with the knowl-edge and skills related to design for sustainabilityandhelpthembetterunderstandandinternalizesustain-ability considerations at the early stagesofideageneration.Throughcriticaldiscussionandreflection,andtheemploymentoftheinnovativeandgenerativetoolsandmethods,designeducationprojectscouldbeeffectivelytailoredtotheprinciplesofsustainability.Thefollowingitems

wouldbesuitabletocoverastopicsunder this track, and the list can serve as a guide to those interested in contributing to this track with a paper:

> Design education

> Sustainability considerations

> Generative design research

> Exploratorydesignforsustainability

> Designprocess

> Localizationandpersonalization

> Post-use

> Maker culture

> Opendesign

> Effective use of resources

> Design for behaviour change

> Circulareconomy

ÇağlaDoğanAssoc.Prof.Dr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

Senem TurhanAssist.Prof.Dr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

YektaBakırlıoğluPostdoctoral Researcher, School ofDesign,UniversityofLimerick,Ireland

DilrubaOğurPhDCandidate,DepartmentofIndustrial Design, Middle East Technical University, Turkey

> Design Education for Sustainability: New Directions and Dimensions through Innovative Methods and Research

Bibliography

Cooper, T. (2012). The Significance of Product Longevity. In T. Cooper (Ed.), Longer Lasting Products: Alternatives to the Throwaway Society (pp. 3-38). Surrey: Gower Publishing.

Coşkun, A., Zimmerman, J., & Erbuğ, C. (2015). Promoting Sustainability through Behavior Change: A Review. Design Studies, 41(Part B), 183-204.

Lockton, D., Harrison, D., & Stanton, N.A. (2013). Exploring Design Patterns for Sustainable Behaviour. The Design Journal, 16(4), 431–459.

Mugge, R., Schoormans, J.P., & Schifferstein, H.N. (2005). Design Strategies to Postpone Consumers’ Product Replacement: The Value of a Strong Person-Product Relationship. The Design Journal, 8(2), 38-48.

Richardson, M. (2016). Pre-Hacked: Open Design and the Democratisation of Product Development. New Media & Society, 18(4), 653-666.

Walker, S. (2014). Designing Sustainability: Making Radical Changes in a Material World. New York: Routledge.

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Thetransitionfromideasandcon-ceptsheldinthedesigner’smindoronpaperintophysicallyachievableartefactsdescribesaprocessofma-terialization.Theprevailingapproachtomaterializationhasbeenastagedandratherengineering-dominatedprocess,involvingmaterialelimina-tionandselectionusingmaterialdatabasemetricsalliedtomaterialfamilyknowledge.Designeduca-torshaveoftencompliedwiththisapproachforlackofresourcesormethodsdefiningalternativewaysofteachingandlearningmaterials.Thecurrentlydevelopingsituationisratherdifferentandmoreexciting.Materialsoftodayaremoredynamic,expressiveandadaptablethanever.Theymakeusthink,feel,andactincomplexways.Researchandcasestudies on materialsexperience have grownsignificantlyinrecentyears.Broadly,thisbodyofworkis(a)defininghowthepracticesofmate-rial selectionareevolvingintomorecomplexandactiveeventsduringmaterialcreation and appropriation, and(b)establishingtheknowledge

andskillsneededtousematerialsasaninfluencerofpeople’sexperiencesofthedesignedworld.Materializa-tion crucially attends not only to performativebutalsoexperientialrequirementsofartefacts.Introduc-ing design students to this duality anddefiningconfident,creative,engaging and effective ways for its teachingandlearningisamajorre-sponsibilityandchallengefordesigneducators.Traditionalapproachesnolongeradequatelydeliver.Thistrackinvitescontributionsfromeducatorsusing,adaptingorcreatingcontem-porarymethodstoteachmaterialsanddesign.Industrial,productandfashiondesignperspectivesareobviouscandidates,butsubmissionsarealsoencouragedfrominteractiondesignperspectives,concernedwiththephysicalityofuserinterfaces,aswellaseducationalpracticeswithininterior design, architecture and thebuiltenvironment.OfparticularinterestaresubmissionsfocusedonteachingandlearningofNEU(new,emerging,unusual)andICS(interac-tive,connected,smart)materials,

Owain PedgleyProfessorDr.,DepartmentofIndustrial Design, Middle East Technical University, Turkey

Elvin KaranaAssociateProfessorDr.,Faculty of Industrial Design Engineering, TUDelft, TheNetherlands

Valentina RognoliAssistantProfessorDr.,Departmentof Design, Politecnico di Milano, Italy

> Design Materialization

Bibliography

Ashby, M., & Johnson, K. (2002). Materials and Design: The Art and Science of Materials Selection in Product Design. Oxford: Butterworth-Heinmann.

Fisher, T. (2004). What we touch, touches us: materials, affects, and affordances. Design Issues, 20(4), 20-31.

Itten, J. (1963). Design and Form. New York: Van Nostrand Reinhold.

Pedgley, O., Rognoli, V., & Karana, E. (2016). Materials experience as a foundation for materials and design education. International Journal of Technology and Design Education, 26(4), 613-630.

Schifferstein, H., & Hekkert, P. (Eds.) (2008). Product Experience. Amsterdam: Elsevier.

especiallywhenexemplifiedthroughstudentprojectsandcoursework.Thetrackwouldliketoexplore,butisnotlimitedto,thefollowingtopics:

> Materialdrivendesignprojects

> Thematerialstudioversusthemateriallecture

> Integratingfab-labsand3Dprintingindesigncurricula

> Relevance of making and workshopsincontemporarydesign education

> DIYmaterials,materialtinkeringandmaterialdesign

> Activelearningformaterialsanddesign

> Educationalexercisestolearnmaterialsanddesign

> Toolsandmethodsforacquiringmaterialsexperience

> Material resources for design students

> Materializationintheabsenceofmaterials

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Thistrackisopentotopicsrelatedtolearningspacessuchaslearninginsitu,learningthroughcollections,etc.

LEARNINGINSITU.Factories,de-signoffices,workshops,labs,nature.Benefits,challenges,andwaysofintegrating learning in situ into designers’education.Learningattheworkspace;summerpracticesinfactoriesanddesignoffices;impactoncurriculum.Onsiteobservations, fieldtrips,fieldstudy.

LEARNINGTHROUGHCOLLEC-TIONS.Museums,designmuse-ums,archives,specialcollections,exhibitions.Aretheystillvaluable?Connecting generations and in-spiringmindsthroughcollections.Approaches,methods,toolkits,assignmentsthatfacilitateengage-ment,reflectionandcreativitywithreference to collections in design education.

OTHERTOPICSyouwouldliketosuggest.

Thistrackisopentotopicsrelatedto learning cultures such as hidden curriculumindesign,the“project”,tutorsandcritiques,teamwork,etc.

HIDDENCURRICULUMINDESIGNEDUCATION.Values,norms,beliefs,implicitrules,customsandrituals.Geographicalandinstitutionalpat-terns.Changingécolesaroundtheworld,changesinécolesthroughouthistory.Proficiency,skills,knowl-edge.

THE“PROJECT”.Thestudioprojectas“thecurriculuminanutshell”.Projects and design briefs, what do they tell us about the design educa-tionweoffer/receive?Whathappens

whilewearebusymakingprojects?Problem-basedlearning.

TUTORSANDCRITIQUES.Howdotutorsfacilitate,listenandintervene?Powerrelations,master-apprenticerelationship,alternativemodels.Questionsandchallengesposedbymasseducation.

TEAMWORK.Dialogue,discussion,decisionmaking,conflicts,crises,performance,evaluation.Consen-susanddissensus.Howcanwegetready?

OTHERTOPICSyouwouldliketosuggest.

> Learning Spaces

> Learning Cultures

Thistrackisopentotopicsrelatedtoevolvingskillsetsandmindsetssuch as design education and intel-lectualproperty,etc.

DESIGNEDUCATIONANDINTEL-LECTUALPROPERTY.Educationaldesignprojectsasintellectualresource; students, tutors and edu-cational institutions as right holders;

the use of IP resources in teaching designhistoryanddesignmanage-ment;alternativeIPmanagementapproachesindesigneducation;intellectualpropertyandcollabora-tionwithexternalpartnersindesigneducation.

OTHERTOPICSyouwouldliketosuggest.

> Evolving Skill Sets and Mind Sets

08:30 Registration

09:00 Welcome Speech Introduction to PhD Pit-Stop> Hall A

09:20 Short Lecture Gülay HasdoğanFormulating Research Goals and Questions> Hall A

09:50 PhD Researcher Presentations> Hall A

Workshop 1Thinking Insidethe BoxAlon Razgour> Hall H

Workshop 2What I Watch, What I See Senem Turhan,Çağla Doğan> Hall E

10:50 Tea & Coffee

11:05 PhD Researcher Presentations> Hall A

12:00 Short Lecture Owain PedgleyConducting Research Through Design> Hall A

12:30 Lunch

13:30 Short Lecture Peter LloydQuality in Design Research: Tales from a Journal Editor> Hall A

Workshop 1cont’d Thinking Inside the BoxAlon Razgour> Hall H

Workshop 3Encounters of a Narrative KindDalsu Özgen Koçyıldırım,Yekta Bakırlıoğlu,Aykut Coşkun> Hall E

14:00 PhD Pit-Stop Workshop> Hall C

15:00 Tea & Coffee

15:15 PhD Pit-Stop Workshop> Hall C

16:15 Short Lecture Gülşen Töre YargınCommunicating Design Research: Evolution of a Research Framework from a Phd to Postdoctoral Research> Hall A

18:30 Welcome Reception

21:00 PhD Pit-Stop Party

> 09.07.2019 Tue

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08:30 Registrations

09:00 Welcome and Opening Speeches> Kemal Kurdaş Hall

09:20 Paper Session 1Insider Out: Knowledge Transfer in Alternative Design Practices069, 122, 124> Hall A

Paper Session 2Evolving Skill Setsand Mind Sets021, 102, 123> Hall B

Workshop 4 Designing with ColorEce Yalım> Faculty of Architecture Studio 27

10:35 Tea & Coffee

10:50 Paper Session 3Insider Out: Knowledge Transfer in Alternative Design Practices006, 016, 113, 127> Hall A

Paper Session 4Design Education for Sustainability027, 091, 117, 107> Hall B

12:30 Lunch

13:30 Keynote 1 Gabriela GoldschmidtDisciplinary Knowledge and the Design Space> Kemal Kurdaş Hall

14:30 Tea & Coffee

> 10.07.2019 Wed

14:45 Paper Session 5 Learning Cultures130, 005> Hall A

Paper Session 6Design Education for Sustainability003, 017> Hall B

Paper Session 7Systemic Design Approach for Transdisciplinarity039, 064> Hall D

Workshop 5 - Part 1The Dynamic SyllabusDenise Gonzales Crisp,Nida Abdullah> Hall C

15:35 Tea & Coffee

15:50 Paper Session 8Learning Cultures011, 095> Hall A

Paper Session 9More-than-Human Prototyping as Pedagogical Impugnation024, 114> Hall B

Paper Session 10Systemic Design Approach for Transdisciplinarity077, 100> Hall D

17:00 Social Event at City Centre

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> 11.07.2019 Thu

09:00 Paper Session11Alternative Studios028, 079, 082, 083,089> Hall A

Paper Session 12Rethinking Design Basics as Translation075, 081, 084,109, 019 > Hall B

Paper Session 13Learning From Prototypes026, 034, 038, 060,119> Hall D

11:05 Tea & Coffee

11:20 Paper Session 14Learning Cultures 022, 025, 106, 118> Hall A

Paper Session 15Integrating Socially and Critically Oriented Approaches to Design Education007, 029, 040, 098> Hall B

Paper Session 16 Design Materialization032, 033, 037, 094> Hall D

13:00 Lunch

13:30 Keynote 2 Zeynep Çelik AlexanderDrawing Circles> Kemal Kurdaş Hall

14:30 Tea & Coffee

14:45 Paper Session 17Alternative Studios062, 063> Hall A

Paper Session 18Integrating Socially and Critically Oriented Approaches to Design Education043, 046> Hall B

Paper Session 19 Design Materialization087, 078> Hall D

Workshop 5 - Part 2The Dynamic SyllabusDenise Gonzales Crisp,Nida Abdullah> Hall C

15:35 Tea & Coffee

15:50 Paper Session 20Alternative Studios071, 104> Hall A

Workshop Presentations 01 WS1, WS2> Hall B

19:00 Conference Dinner

> 12.07.2019 Fri

09:00 Paper Session 21Designing for Social Inclusion and Public Engagement058, 090, 110, 121> Hall A

Paper Session 22Learning From Prototypes020, 066, 076, 088, 115> Hall B

Paper Session 23Bringing User Experience (UX) Agenda into Design Education010, 013, 015, 059, 129> Hall D

11:05 Tea & Coffee

11:20 Paper Session 24Learning for Autonomous Design004, 072, 086, 126> Hall A

Paper Session 25Learning Cultures 045, 061, 125, 128> Hall B

Workshop Presentations 02 WS3, WS4, WS5 > Hall D

13:00 Lunch

13:30 Keynote 3 Halime Demirkan Learning and Knowledge Building Skills in Design Education> Kemal Kurdaş Hall

14:30 Tea & Coffee

14:45 Paper Session 26Intercultural Collaborationin Design Education018, 031> Hall A

Paper Session 27Computational Design Thinking012, 048> Hall B

15:35 Panel Design Pedagogy for Future Generationsİpek Akpınar, Aykut Coşkun, Emre Çağlar, Derek Jones (Moderator),Stanley Ruecker, Yasuko Takayama> Kemal Kurdaş Hall

16:50 Closing Speech> Kemal Kurdaş Hall

17:30 Farewell Drinks

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Keywords: fashion; maker movement; learning; digital fabrication; maker spaces

In the current state of fashion, industry and educational institutions arechallengedbydigitaltechnologiesandthewaysthattheydisrupttraditionalpracticalanddesignerlyskills.Newdesigntoolsincluding3Dmodelling,codingandelectronicsarenotcurrentlycoveredinthecontextofaformalizedfashiondesigneducation.However,makercommunitiesandmakerspacesthatarededicatedtofashionandtextileproductionandinnovation,providealternativelearningenvironmentsforself-madedesignerswithskillsbeyondtraditionalclothingdevelopment.Theaimofthisresearchistoexplorecurrentmakerspacesandmakercommunitiesrelatedtofashionandtextilesoutsidetheformaleducationinstitutionsincludingtheskillsacquired,methodsandtoolsused,thetrainingprogramsofferedandthedynamicsofknowledgetransferwithinthesecommunitiesbyacriticalanalysisoftheliterature.Thestudyreflectsontheprocessesoflearninginmakercommunitiesandmakerspacesincomparisontoformalfashiondesigneducationofferedinhighereducationalinstitutions,exploringthepotentialimplicationsforfutureoffashiondesigneducation.

Gözde Göncü-BerkUC Davisggoncuberk@ucdavis.edu

Sasha WallingerReed Collegeswallinger@alumni.ucdavis.edu

069 Learning Fashion Outside Academia: From Sewing Circles to Maker Spaces

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Keywords: design course; design and craft relation; innovative craft products; lifelong learning; craftspeople

ThispaperaimstopresentadesigncourseconductedforcraftspeopleatİSMEK,anadulteducationorganisationinIstanbul,Turkey.Theaimofthetwelveweeklongprogramwastointroducenovelperspectivesindesignbyinstructingfundamentalissuesaboutdesignmethods,providingcriticalinputsandmentorshipsthroughthedesignprocesses.Theparticipantsdidnothaveabackgroundindesigneducation,hadamasteryinaparticularareaincrafts,andwerealreadytutorsintheirownfield.Thus,theaimofthedesigncoursewastoenhanceabroaderlookattheexistingprocessesincraftmakingbysupportingtheparticipantstoexperimentandcreatenovelinterpretationsoftraditionalcrafts.Asauniqueexampleofdesigner-craftsmencollaboration,thisdesigncourseisintroducedinthispaperwithitsbackground,context,structureandoutputsinordertodiscussitspossiblecontributionstoprospectivestudies.

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AslıKıyakİnginaslikiyak@celikdizayn.com

AyşenazTokeraysenaz.toker@network.rca.ac.uk

122 A Design Course for Craftspeople in Istanbul

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Keywords: maker movement; woodworking; tacit knowledge; knowledge transfer

Makermovementsarosewithademocratisationoftechnologyandoutspreadingofacultureofsharingknowledge.Makersareinvolvedineverystepofcreationanddistributionoftheitemstheymake:ideation,productionandselling.Forproduction,bothtraditionalanddigitaltechniquesareusedbymakers.Woodworking,whichappearsasoneofthemostcommonpracticesperformedbymakers,hasamaterial-orientedskillknowledgewhichismostlybasedonpersonalexperience.Makersfromdifferenteducationalandprofessionalbackgroundsareabletoacquirethetacitknowledgeforwoodworkingviaeasilyaccessibleprintedandonlineresources.Besides,theirrelationshipwithcraftsmenandcustomersactasothermeansofknowledgetransfer.Theaimofthisstudyistoexaminethetacitknowledgeacquiredandusedbymakers,theeffectsofmakers’educationalbackgroundsandmotivationsonknowledgetransferandproductrangesproduced.Inordertodoso,24makersdealingwithwoodworkingwereinterviewed.

Gökçe DenizGaziUniversitygokce0deniz@gmail.com

Dilek AkbulutGaziUniversitydilekakblt@gmail.com

124 Education, Motivation, Maker Practice: The Case of Woodworking

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Keywords: diversity; gender; ethnicity; product design; higher education

TheFourthIndustrialRevolutionoffersgreatopportunitiesandchallengestotheUKdesigneconomy.Theemphasisoncommunicationandconnectivity,togetherwithnewdisciplinesandnewmarketsderivedfromtechnological,politicalandsocialchange,makesitallthemorecrucialthatthefuturedesignindustryisinfusedwithawiderangeofskills,experienceandperspectives.Lackofdiversityishinderingthatprocess,andthisisespeciallytrueinproductandindustrialdesign–anindustrywhichis95%malewithnomeasurableblackcontingent,accordingtocurrentfigures.Focusingongenderimbalanceandopportunitiesforblack,Asianandminorityethnic(BAME)designers,thispaperexploressomeoftheissuessurroundingdiversityandinclusioninproductdesign.UsingdatadrawnfromasurveyofBA/BScstudentsfromBournemouthUniversity’sProductDesignprogramme,togetherwithacademicrecordsfromthepastfiveyears,theauthorsinvestigatesomeworryingandenlighteningtrendsamongstyoungdesignersinhighereducation.Drawingontheviewsofpreviousresearchandcurrentprofessionalpractitioners,thepotentialcausesbehindthediversitydeficitareexplored,alongwiththemethodsthatsomecompaniesareusingtotrytohelpbuildamoreinclusivecohortofUKproductdesignersforthefuturedesigneconomy.

Gary UnderwoodBournemouthUniversitygunderwood@bournemouth.ac.uk

Franziska ConradArtsUniversityBournemouthfconrad@aub.ac.uk

021 Exploring the Ongoing Diversity Issues Embedded in Product Design

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Keywords: interdisciplinarity; transdisciplinarity; pedagogy; thriving; creative higher education

Thispaperrevealstheoutcomesofaninvestigationtodeveloparadicalmanifestoforthefutureofcreativedesignandmediahighereducation.Theresultwasthedevelopmentofamanifesto(MindsetsandSkillsets)thatsoughttoprofoundlyredefinehowcreativedesignandmediaeducationcouldbedelivered.Atitsheart,themanifestoattemptstocreatetheoptimumenvironmentforstudentstothriveineducation,careersandthroughlife.RavensbourneUniversitybeganareviewofitsportfolioofcoursesandacademicdeliveryinMay2016.Thisprovidedauniqueopportunitytoevaluatetheexistingprogrammedeliveryphilosophyalongwiththepracticesandmodelsofarangeofinternationalcreativeeducationalcontexts,andtoreviewrelevantliteratureandpractice.Usingacombinationof the DoubleDiamonddesign-thinkingapproachandagrounded theory-light researchmethodologythisstudygathereddatafrominternationalcollegevisits,pedagogicconferences,literaturereviewsaroundstudentlearning,deliverymodesandlearningspaces,andahostedsymposiumanchoredbyaninternationaleducationalpanelandacreativeindustriesprofessionalpanel.Thefiveresultingprinciplesemergedfromtheanalysisofthedataandmaterialswereidentifiedas:Cultivate/wherethewholepersonthrives;Collaborate/wheredisciplinesevolve;Integrate/whereeducationengagesindustry;Advocate/wherepurposeinformspractice;andOriginate/wherecreativityharnessestechnology.ThispaperattemptstopositiontheMindsetsandSkillsetsManifestoasavisionary,pragmaticanddeliverablenewmodelofcreativehighereducation.

Gary Michael PritchardRavensbourne Universityg.pritchard@rave.ac.uk

Lawrence ZeegenRavensbourne Universityl.zeegen@rave.ac.uk

102 Reimagining the Future of Design Education: Nurturing Mindsets and Skillsets in Students

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Keywords: exploratory design research; idea generation; user-generated videos; unfamiliar problem domains; design education

Thispaperpresentsthedevelopmentofagenerativetoolkitwhichutilizesuser-generatedonlinevideos(UGVs)asfounddataandrepurposesthemforexploratorydesignresearchandideageneration.Thetoolkitaimsatsupportingdesignstudentstobrowse,selectandanalyseUGVsforgeneratingdesigninsightsandideasforunfamiliarproblemdomainsandhard-to-accessusergroups.Thetoolkitdevelopmentprocessstartedwitharetrospectiveanalysisofaselectionofindustrialdesignstudioprojectsfollowedbyinterviewswiththestudentsandthetutorsinvolved.Aninitialmodelwasdevelopedandusedina5-weekdesignstudioprojecttakenby75senioryearindustrialdesignstudents.Baseduponthefindingsofthesestudies,therevisedtoolkitwasimplementedinahalf-daycrashworkshopinvolvingasmallnumberofparticipants.Duringtheworkshop,theparticipantswereprovidedwithaconciseliteraturereviewregardingaspecificdesignprojecttopic,aYouTubeplaylistofrelatedvideos,thevideoanalysisboardsamplesfrompreviousstudies,andthevideoanalysisboardtemplatesfordifferentanalysismodes.Sincethetoolkitputsaspecialemphasisonunfamiliardomainsandchallengingusergroups,theworkshopalsoinvolvedtheassistanceofanexternalexpertduringthevideoreviewingprocess.ThroughtheUGVstheparticipantswereabletoimmersethemselvesintothesubjectandgetfamiliarwiththeproblemdomainrapidly.ThecomponentsofthetoolkitsuchasvideoanalysissamplesandtemplateswerealsousedasguidelinestointerpretUGVs.Theexpertwasdirectlyinvolvedinthevideoreviewingprocess,andmadeclarificationsandremarksconcerningtheparticipants’questionsandcommentsforgaininginsights.Thepaperreportstheoutcomeandfindingsofthishalf-dayworkshopanddiscussesthekeyinsightsforfurtherdevelopingthetoolkit.

Gizem Hediye ErenMiddle East Technical UniversityandEskişehirTechnical Universitygheren@anadolu.edu.tr

Fatma KorkutMiddle East Technical University, DepartmentofIndustrialDesignkorkut@metu.edu.tr

123 Repurposing Online Videos for Exploratory Design Research

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Ricardo SosaMonash University, Australia and Auckland University of Technology,NewZealandricardo.sosa@monash.edu

Keywords: design education; ethics; collaborative design

Empathyandcreativityaredesirablecoredesigncompetencies.Therelationshipbetweentheseconcepts,however,hasremainedlargelyunexplored–includinghowthisrelationshipshapes,andisshapedby,designeducation.Thisworkunfoldsthecreasesbetweenempathyandcreativity,identifiestheirsynergiesandcontradictionsindesigneducation,anddefinesaresearchprogrammetoimprovetheteachingofandwithcreativeandempathicdispositions.Acomprehensiveresearchprogrammefortheadvancementofempathyandcreativityindesignrequiresdiverseandhighlyinventiveapproachestodesignknowledge.Designresearchersareencouragedtodrawfromtheirprofessionalandpersonalareasofexpertisetoformulatenewresearchquestionsthatconnectempathyandcreativity,andtoadoptandadaptmethodsofinquirytostudytheseconnections.

006 Teaching (with) Empathy and Creativity in Design

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Keywords: design thinking; learning objects; flipped classroom

Inconstructivistlearning,learnersareresponsiblefortheirownlearningprocessinordertoacquirespecificprofessionalandpersonalskills.Constructivistlearningmethodsbasedonpriorknowledgeofthelearnerandlearningobjects(LOs)oftheconstructivistapproacharetheconductorsandactivatorsoflearners’insiderknowledge.Insuchalearningapproach,theplanningofeffectivelearningneedstobequestionedandrestructured.TheuseofLOsinlearningplanningisofgreatimportanceinencouraginglearnerstobeself-learners.ThispaperpresentsacasestudyconductedinaninterdisciplinaryDesignThinkingcourseconductedwith16students,oneinstructor,andoneresearcherinaDepartmentofIndustrialDesign.Thecasestudyaimstoexploretheefficiencyofflippedclassroomincourseplanning,informationtransfer,processmanagement,andstudentmotivationandparticipation.Thisexplorativecasestudyincludedthreeprojectsduringthesemester,focusingontheuseofLOsinalternativewaysdependingonthelearningprocess.ThreedifferentmodelswereexperimentedwithforthedeliveryandusageofLOs.Thesemodelswerecomparedandevaluatedbyfacilitators’observationandreflection,aswellasstudents’reflectionandfeedback.

Can GüvenirIzmirDesignFactorycan@canguvenir.com

Sevi MerterYasar Universitysevi.merter@yasar.edu.tr

H.HümanurBağlıIstanbulŞehirUniversityhumanurbagli@sehir.edu.tr

016 Upside Down: A Flipped Design Thinking Course

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Keywords: design competition; design methods; participatory design; design management

Moreandmorecompaniesaretryingvariousexternaldesignresourcestomeettheirinnovationneeds.Forexample,designcompetitionscanbringmanyinnovativedesignideastoenterprises,butleading,managing,andassessinginnovationfromadesigncompetitionisdifficultforanenterpriseandtherearelimitedreferencematerialsandresearchavailableonthetopictohelpenterprisestakefulladvantageofthisresource.BystudyingtheThermaltakeCreativeDesignCompetitionforsixyearsandcombiningaliteraturereview,empiricalresearch,andinterviews,theauthorsofthispaperexplorehowtousedesigncompetitionsasaneffectiveresourceforcommercialdesignresearchandinnovativeconceptexploration.Thefindingsindicatethat:1)Thecompany,usingparticipatorydesignmethodologytomanagedesigncompetitions,needstohavesufficientR&Dabilitytoassisttheorganiserandcontestantstoexecutetheirobjectives;2)thesubjectofthecompetitionandtheconsumerneedsshouldbedefinedandtransferredclearlytothecontestantsbytheinstructionorpresentationatbeginning;3)adesignseminarisahelpfulco-designprocess,whichallowstheorganiserandparticipantstoworkondesigntogether;4)mutualbenefitisimportantinparticipatorydesigncompetitions,forexample,whilethecompanyexploresinnovativedesignconceptsthroughthecompetition,theentrantsearndesignpracticeanddesigncooperation.Thisstudyputsforwardsomepracticalandtheoreticalfindingsinthefieldofinnovationmanagement,whichcanbeareferenceforenterprisestousedesigncompetitionsasaneffectiveinnovationdesignmethod.

Lung-Chieh ChaoNationalTaiwanUniversity of Science and Technologyd10110104@mail.ntust.edu.tw

Wen-Chih ChangNationalTaiwanUniversityof Science and Technologywchang@mail.ntust.edu.tw

Chien-Hsiung ChenNationalTaiwanUniversity of Science and Technologycchen@mail.ntust.edu.tw

113 Participatory Design Methodology in Design Competition Practice

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Keywords: architectural design studio; context; experience; everyday life; architectural education

Inarchitecturaleducation,impartingofstationaryknowledge,whichestablishesspaceonlyasphysically,isinsufficienttoachievetheskillthatwillenablethearchitecttofindsolutionstoproblemsencounteredinthefuture.Inthiscase,toperceivespacebothtangiblyandintangibly,atrans-disciplinarymilieuisrequiredtoacquirederivableknowledgeandcreateasettingofdebateandcriticismoverthatacquiredknowledge.Whatmightbemethodsandapproachesthatcanstimulateandre-shapethought,encouragecuriositytoacquirecreativeandcriticalknowledgeinthearchitecturaldesignstudio?Howcannewexperiencesandperceptionsofthecitybereflectedinarchitecturalmilieu?Howaretheexperiencesandoutputsproducedbydifferenttypesofrepresentationsinthestudio?Towhatextentcanacontextualreadingtriggerthearchitecturalscenarioandprogram?Inthelightoftheabove-mentionedquestions,thisstudyfocusesontherelationsofthedesignstudiowiththecity,thepeople,theplaceandeverydaylife,and,itunveilseverydaylifebythesettingupofcontextualreadingsandrepresentations.Itdiscussestheroleofthedesignstudioinunderstandingtheplace,thepeopleasasocialphenomenonandthereciprocalrelationshipofspacewitheverydaylifethroughthemilieuoftheArchitecturalDesignStudios3-4-5-6atIstanbulTechnicalUniversity,DepartmentofArchitecture.Itisexpectedthatthestudent'sownjourneyandexperience,ratherthanthedefactoassumptions,arehighlightedbygraspingtheinformationofplace/cityatdifferentscalesanddisassembling(de-compositionandre-composition)ofexistingknowledge.Inthisrespect,differentscalesandapproachessetthedesignstrategyofthestudioanddirectthedesign.Thestudygivesabrieftheoreticalbackgroundfocusingontherelationsofarchitecturewiththecity.Secondly,itdiscussesarchitecturalstudioasaplatformofrepresentationsandnarrativesforthecityandthepeople.Thirdly,andfinally,itgivesconcludingremarks.Althoughtheresultsareprovisional,thisstudymaygiveabroaderunderstandingoftherelationsofthecity,thepeopleandthedesignstudio.

İpekAkpınarIstanbul Technical Universityakpinari@gmail.com

Canan GaniçIstanbul Technical Universitycananganic@gmail.com

127 Representation and Context Based Studio Design Process: Articulating a City (Istanbul)

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Keywords: behavioural change; product design; diffusion of innovation; design process; electricity monitoring

Electricity is not visible or tangible yet always available in our houses.Theonlywayuserscankeeptrackofelectricityconsumptionistolookatmetersormonthlybills.Energy-monitoringsystemspromisetohelpuserstounderstandtheirconsumptionbyvisualizinganddisplayingtheconsumptiondatainameaningfulway.However,theyarenotsuccessfulinchangingusers’behavioursandsustainingtheirintentions.ThecurrentpaperpresentsasuggestiontopromotebehaviouralchangebyadoptingDiffusionofInnovation(DOI)Theorytostratifythetargetusergroupsandapplyuser-centreddesignapproachwhendevelopingaprototypeofconceptualelectricitymonitoringsystem.Initially,users’awarenessandknowledgelevelsweremeasuredbyaquestionnaireidentifyingandstratifyingthetargetgroupswhowereinterestedinsavingenergyintheirhomes.Foroneofthesegroupswhoarereadytoactonanopinion,users’electricityusagebehaviourandtheirintentionswerecapturedanddetailedthroughinterviews.Theresultinginformationwasusedtodevelopaseriesofcriteriatodesignaconceptualelectricitymonitoringsystem.ThestudyproposesacaseinwhichDOIstratificationoftargetusersmayhaveapotentialforbehaviouralchange.

EnginKapkınEskisehir Technical Universityekapkin@eskisehir.edu.tr

Sharon JoinesNorthCarolinaStateUniversitysharon_joines@ncsu.edu

027 Behavioural Change for Efficient Usage of Electricity at Homes

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Keywords: self-organization; design education; flocking; systems thinking

Scientistshavediscoveredtheefficiencyandeleganceofsystemsfoundinthebehaviourofnaturalgroups,oneofwhichisself-organizationandflocking.Manyresearchershavestudiedandappliedself-organizationinbusinessmanagementbutitisyettobeaddressedinthedesigneducationfieldinEgypt.Designstudentsarereliantontheteacher’sinput,whichlimitstheirindependentdecision-makinganddevelopment.Thisstudyaimsatintroducingself-organizationtogroupsofstudentsinEgypttoenhancelearningoutcomes.Asystemwasdevelopedbasedonflockingtoenablebetterteamworkexperiencesbetweendesignstudents.Thesystemisbasedonusingtwopositiveandonenegativefeedbackloops.Anexperimentalmethodtestedtheproposedsystemontwogroupsofdesignstudents,backedupbysemi-structuredinterviewsandasurveytocomparepreviousexperienceswiththenewmodel.Itwasfoundthatself-organizationenabledstudents to interact with each other to create innovative designs with an improvedgeneralexperience,groupdynamic,andprojectstructure.Amethodofrotatoryleadershipwasalsoidentified.Byimplementingself-organizationandthesystemofflocking,teamscanbecomemoreagileandtherefore,succeedandsustain.

NarimanLotfiGermanUniversityinCaironariman.gamal@guc.edu.eg

091 Self-Organization for Design Education: a Sustainable Flocking System

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Keywords: repair; product design; circular economy; design education

Withthepressureofgrowingenvironmentalproblems,theworldischangingandsoistheparadigmofdesign.Accordingly,thecallsforchange in design education have been increasing throughout the literature daybyday.Asthedesignersofthefuture,studentsmustbepreparedforalternativescenarios.Thisarticledescribesanassignmentwhichisapartofthemaster’sdegreedesigncourseatLinköpingUniversity.Inthisproject,repairisintegratedintoproductdesigneducationaimingtoexploreinsightsaboutrepairandsustainability.Therequirementoftheassignmentforeachstudentwastovisiblyrepaironeormoreproductsinanaestheticallypleasingwaybyusingdifferentdesignperspectivessuchasartistic,industrialandcriticalperspectives.Intheend,thestudentshaverepairedfifteendifferenttypesofproductsincludingabicycle,leggingsandamotorcyclepart.Aimingtofindouttheinsightsofthisprocessandarticulateeachstudents’views,afocusgroupsessionwasconducted.Asaresultofthisfocusgroupsession,fifteeninsightsweredevelopedsuchastheconceptsofbrokenness,designedrepairandthecollaboration/socialaspect.Alltheseinsightsemphasizetherichnessoftherepairasasubjectareaandhowitcanbeusedinproductdesigneducationtoteachsustainabilityprinciples.Repairisaninevitablepartofaproduct’slifeanditshouldbeunderstoodandappliedtoitsmaximumextentifwearetotransitiontoacirculareconomy.Thevalueofthisresearchforacademicsandresearchersisinprovidingacaseofincorporatingrepairintoproductdesigneducation.Fordesignpractice,itsvalueliesinshowingconcreteexamplesaswellasinsightsfromdiverserepairprocesses.

NazlıÖzkanLinköpingUniversity,DepartmentofManagementand Engineeringnazli.ozkan@liu.se

Renee WeverLinköpingUniversity, DepartmentofManagement and Engineeringrenee.wever@liu.se

117 Integrating Repair into Product Design Education: Insights on Repair, Design and Sustainability

Keywords: design strategy; industrial design; service design; studio projects; teaching and learning

Thispaperaimstoinvestigatethewaysindustrialdesignstudentsapproachservicedesignprojects.Takingtheuniqueaspectsofservicescomparedtoproductsintoaccount,first,thenotionofthestudioprojectwasdiscussedfromaservicedesignperspective.Theelementsofservicedesignprojectswerearticulatedastheoffering;themodulesandinterfaces;andthesuppliers,customers,andresources.Then,usinganundergraduateservicedesignelectivecourseasacase,athematicaccountofninestudentprojectswasdeveloped.Fourdesignstrategiesutilizedbyindustrialdesignstudentsintheirservicedesignprojectdevelopmenteffortswereinductivelyidentified:replacingaproductwithaserviceidea;reconceptualisinganexistingserviceinalocalcontext;expandingthescopeofaprofessionalservicethroughdigitalchannels;andchangingthetargetusergroupofanexistingserviceandredesigningthecustomerjourney.Thesestrategiesweredistinguishedbythelocuselementoftheprojectsandtheamountofiterationthattookplacebetweenthethreeprojectelements.Theresultsshowthatthedesignstrategyfollowed,impactsthedegreeofnoveltyoftheproposedservice.Consequently,forsuccessfulservicedesignprojects,studentsanddesignteamsneedtocombinedifferentmethodstovisuallymanifesttheparametersandlimitsoftheservice,decideonthelocusprojectelementthatwillguidethedesignprocess,andcontinuouslyexploreandseizenewideasthatemergefromtheinteractionsbetweenthedifferentprojectelements.

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Deniz SayarIzmirUniversityofEconomicsdeniz.sayar@ieu.edu.tr

107 How Industrial Design Students Approach Service Design Projects

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Keywords: industrial design; curriculum planning; quality function deployment (QFD); analytic hierarchy process (AHP); scientificity

Industrialdesignistoformulateinnovation,promotebusinesssuccess,andhencetoofferabetterlife.Itisadesignactivitythatappliesstrategicprocessofproblemsolvinginthedesignofproducts,systems,servicesandexperiences.Itisinterdisciplinary,andshouldbecoordinatedwiththeneedsoftheenterpriseduetothedevelopmentoftimes.However,itlacksascientificmethodintheprocessofcurriculumplanning,causingprofessionalcompetenciesofgraduatesfailingtomeetwithcompanyexpectations.Fromindustrialandacademicperspectives,therequirementsforindustrialdesigningtalentsarelisted.ByAnalyticHierarchyProcess(AHP),wecanacquiretheratingsofprofessionalcompetencies,andanalysethemintotheprofessionalcapabilitiesthatshouldbemostlyaddressedincurriculumplanning.TheuseoftheAHPmethodestablishesdecision-makingpatternsinareasonablemanner,makingcomplexproblemssystematic,bydecomposingintolevels.Also,bymeansofquantification,theweightofimportancedegreeconcerningexpertiseofindustrialdesignisobtainedandsequenced,facilitatingtheprocessofcurriculumplanningintermsofidentificationofexpertisefavourabletostudents.Lastly,QFDisappliedtotheplanningofindustrialdesigncurriculumsthatcomplywiththerequirementsofenterpriseandsocietydevelopment,bringingforwardthecoursesanddisciplineswhichshouldbestrengthenedandattachedwithgreatimportanceamongstudentsincurrentindustrialdesigncurriculums.Suchresearchisfavourabletothepromotionofconformanceincurriculumplanningwithactualneeds,enablingactualutilizationofschoollectures,meanwhileofferingascientifictechniqueforeducationcurriculumreforms.

Xing-Min Lin NationalChengKungUniversity,DepartmentofIndustrial Design576079447@qq.com

Chun-Heng HoNationalChengKungUniversity,DepartmentofIndustrial Designhoch@mail.ncku.edu.tw

Lu-Ting XiaNationalChengKungUniversity,DepartmentofIndustrialDesign746645255@qq.com

130 Application of QFD and AHP in Curriculum Planning of Industrial Design Education

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Thedesignbriefisconsideredapivotalcomponentinstudio-basedlearning,yetthereisapaucityofstudiesonthestudentbriefgenreindesigneducationresearch.Thisworkseekstocontributebyexaminingbriefqualitiesfromavarietyofrelevantsourcesthatcanhelptertiaryeducatorsname,define,frame,evaluate,andpresentstudentbriefs.Thepaperdrawsfromthescantbutgrowingacademicliteratureonthistopic,aswellasfromtextbooksandpublicationsonprofessionalpracticeanddesigncompetitions.Adozenqualitiesarearticulatedfromtheliteraturethatshapethepurpose,contentandcontextofbriefs.Ofspecialinterestaretheaffectivequalitiesofbriefs,theinterplaybetweenprojectoutcomes,learningobjectivesandassessmentcriteria,andthedegreetowhichstudentbriefsareexecutiondependent.Aresearchagendaconcludesthepapertocomprehensivelystudytheeffectsofdesignbriefsinstudio-basedlearning.

Keywords: problem space; design projects; design tasks; reflective practice

Ricardo SosaMonash University, Australia and Auckland University of Technology,NewZealandricardo.sosa@monash.edu

005 Qualities of Design Briefs for Studio Learning

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Keywords: problem-based learning (PBL); sustainability; learner-centric; interior design

Thisstudyinvestigateswhetherproblem-basedlearning(PBL)canfurtherenhanceinteriordesignstudents’sustainabilitylearning.Itcomparesthelearningenvironmentofaconventionallecture-basedapproachandPBLinsustainabledesigneducation.Thisstudydiffersfromtheexistingdesignliteratureonsustainabledesigneducationinthat;(i)itimplementsPBLintointeriordesigneducationtoovercomethelimitationsofsustainabilityteachinginaconventionallecture-basedinstruction,and(ii)itproposesanew way of organising classes based on learner-centric features of PBL toincreasestudentawarenesstowardsustainability.Toachievethesetwoaspects,thetwoinstructionalmodesoflearningwereappliedduringthetwoyearsofasustainabilitymodule.Inthefirstyear,sustainabilityhasbeentaughtinaconventionallecture-basedenvironment,andinthesecondyear,inaPBLenvironment.Itispossibletoconcludethatdifferentthantheotherdesigntopics,sustainabilityteachingandproblemsolvingrequireamorelearner-centricapproachratherthananinstructor-centricinstructiontofurtherenhancecriticalsolvingabilitiesofdesignstudents.Moreover,sustainabilitylearninginthePBLsettingismoreeffectivewhencomparedwiththelearningoutcomesintheconventionallecture-basedsetting.

Yasemin AfacanBilkentUniversity,Departmentof Interior Architecture and EnvironmentalDesignyasemine@bilkent.edu.tr

003 Using Problem-Based Learning in Sustainable Design Education

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Keywords: design education; industry collaboration; knowledge exchange; design for sustainability; capacity building

AspartofCircularDesign:LearningforInnovativeDesignforSustainability(L4IDS)Erasmus+KnowledgeAllianceproject,aseriesofinternshipswereconductedincollaborationwithlocalindustrypartnersandinternsfromfourdifferentEuropeancountries.Theaimoftheseinternshipsistodevelopanadaptabletrainingprogrammefocusingondesignforsustainabilityandcirculareconomywithstandardisededucationaltoolsandtechniques,whichcanbereplicatedbyotherEuropeanHEIs.Theinternshipprojectswerefocusedonlocalindustrypartners’real-lifechallengesatthetime,andindustrypartners,internsandresearcher/educatorsfacilitatingthecollaborationthroughouttheprogramme.Whiletheimmediatefeedbackuponthecompletionoftheinternshipswasgenerallypositive,asauthorswewereinterestedinlong-termeffectsofthisexperienceonindustrypartners’professionalpractices.Thispaperintroducestheinternshipprogrammeandindustrypartners’involvementthroughoutitandpresentstheresultsofinterviewswithkeycontactsfromeachindustrypartnerconductedayearaftertheinternshipendedtouncoverwhat/ifanychangesoccurredinpractice.Thepaperpresentssomeconsiderationsondevelopingthestructureofaninternshipprogrammeonsustainability,waysofcollaborationamongindustrypartners,novicedesignersanduniversities,observedandpotentialeffectsonbusinesspractices,andlimitationsinimplementation.

Muireann McmahonUniversityofLimerickmuireann.mcmahon@ul.ie

YektaBakırlıoğluUniversityofLimerickyekta.bakirlioglu@ul.ie

017 Asking the Industry Partners: Reflecting on the Value of Internships for Circular Design

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Keywords: data visualisation; workshop; toolkit, communication; sustainability

Withcompanies,universities,individualsorentiredepartments,promotingopendialogue,constantinterdisciplinarycollaborationisachallengethatstillmeetssomeresistance.Learningtodealwithcomplexity,withthecoexistenceofdifferentpointsofview,learningtoworkinmoreheterogeneousteams,inrelationtoknow-howcombinedinnew,sometimesoriginalandchallengingformulations,bringsparticularneeds.Fromtheimportanceoflanguageandasharedvocabularytotheever-increasingneedtoworkontoolsandnotjustapplications,fromtheconstantpromotionofcollaborationandcontaminationbetweendifferentbackgroundsanddisciplinestotheguaranteeofacontinuoustrainingprocessthroughlaboratoryactivitiesandworkshop,thiscontribution-throughtheVisualisationMethodToolkitprojectanditsexperimentation-investigatesthepotentialofdatavisualizationasamediumtobringdesignclosertoacompany'scorebusinessaswellassupportstudents,institutionsandotherorganizationsincommunication,bothintheanalysisand/orscenariophaseandinsupportofdisseminationactionstowardsamoreinformedquanti/qualitativecollectivedecisionmakingwiththeaimofenablingnewinnovativeandsustainablegoodpractices.

Chiara L. RemondinoPolitecnico di Torino, DepartmentofArchitectureand Designchiara.remondino@polito.it

Paolo TamborriniPolitecnico di Torino, DepartmentofArchitectureand Designpaolo.tamborrini@polito.it

Wouter MeysAmsterdamUniversity ofAppliedSciencesw.t.meys@hva.nl

039 Visualisation Method Toolkit: A Shared Vocabulary to Face Complexity

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Keywords: systemic design; transdisciplinary education; awareness; societal influence; relational mediation

Historically,thedesigndisciplinehasbeenstrictlyconnectedtotheproductivesector.Forthisreason,designeducationwasmainlyrelatedtotheworldofartsandcraftsandtechnology.Withsuchaverticalspecialization,designerscouldnotdeeplygraspthepotentialrepercussionsoftheirdesignchoices.Theircommitmentwaslargelytiedinwithmass-productionandunconstrainedtechnologicalinnovation.Increasedawarenessofthecomplexityoftheworldhasriseninrecentdecades.Designersnowadaysarerequestedtoachievenewtransversalskillsandcompetencies,tocopewiththeincumbentmetamorphosesofcultures,societies,economies,andnaturalenvironments.Thus,alinearmono-disciplinaryoutlookisnolongeradequateindesignpedagogy.Educatorsneedtoembraceaholisticapproachandtoactivatenewcollaborations,totrainexpertscapableofconfiguringandmanagingcomplexdesignactivities.Thispaperanalysestheriseofsystemicthinkinganditsinfluencesondesignstudies,withanoverviewofgeographicalandtemporalcontributions.Itinvitesreflectionontheroleofpresent-daydesignersandontheimportanceofembeddinghumanisticandeconomicvaluesindesignknowledge.Furthermore,itillustratesthedirectionsforasystemictransdisciplinaryeducationinMaster’sdegreeprogramsandPh.D.coursesinDesign,aimedatprovidingthenecessarytoolstoanewandresponsiblegenerationofprofessionals.Theawarenessoftheirimportantandinfluentialrolesinsocietyshouldbeinspiringandleadtothecreationofinnovativeentrepreneurialactivities.

Pier Paolo PeruccioPolitecnico di Torino, DepartmentofArchitectureand Designpierpaolo.peruccio@polito.it

Paola MenzardiPolitecnico di Torino, DepartmentofArchitectureand Designpaola.menzardi@polito.it

Maurizio VrennaPolitecnico di Torino, DepartmentofArchitecture and Designmaurizio.vrenna@polito.it

064 Transdisciplinary Knowledge: A Systemic Approach to Design Education

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Keywords: innovation; service design; culture; organizations

Overtheyears,“innovationlabs”havecomeandgoneinpublicsectororganizations.AtImmigration,RefugeesandCitizenshipCanada,onelow-key,co-designprojectover-deliveredonclientinsights,serviceexperienceimprovementsandoperationalefficiencies.Thiscasestudysharesonedepartment’ssuccessinembeddinghuman-centreddesignintoorganizationalcultureby:competingagainstgraduatedesignstudents,co-designingacrosstheorganization(fromcallagentstopolicy,immigrationofficers,andcommunications),creatingadesignprojectalumnicommunity,andadheringtorigorousmeasurementandexperimentation.Thecasestudywillshareopportunitiesandchallengesthatemergedfromtheprocessofembeddinghuman-centreddesign(viaa“non-innovationlab”)intothedepartment.

Ryan HumNationalEnergyBoardRyan.Hum@neb-one.gc.ca

Paul ThibaudeauImmigration,Refugees andCitizenshipCanadapaul.thibaudeau@cic.gc.ca

011 Taking the Culture out of the Lab and Into the Office: A “Non-Lab” Approach to Public Service Transformation

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Studies on the history of industrial design education in Turkey suggestthattheemergenceofindustrialdesigneducationwasmainlyaresultofgovernmentpoliciesandacademy,ratherthanademandbyindustriesinTurkey.Alongwithforeignscholars,Turkishacademicswhowereeducatedabroadplayedessentialrolesindepartmentfoundations.Untilthelate1990s,thenumberofindustrialdesignbachelorprogramsinTurkeywasnotmorethanfive.However,asof2018,therearealmost30bachelorprogramsinTurkey.ThisstudyaimstoexplorethemotivesbehindtherapidincreaseinthenumberofindustrialdesigndepartmentsinTurkey.Thepaperexplorestheinitialgroundsfortheemergenceofindustrialdesigndepartmentsthroughtheliteraturereview.Inordertoexplorethemotivationsbehindtherecentlyestablishedindustrialdesigndepartments,interviewswereconductedwithfiveheadsofdepartments.Fourofthemarethefoundersoftheirdepartments.Themainmotivations,missions,andstrategiesofthesedepartmentswerequestioned,alongwiththelogicbehindthecurriculaofthedepartments.Theresultsindicatethatregionalenvironment,andtheactionstakenwithinavailablefacilitiesandsourcesmainlydefinethemissionsofrecentlyestablishedindustrialdesigndepartments.

Keywords: industrial design education; newly-industrializing countries; industrial design departments

IlgımEroğluMimarSinan Fine Arts Universityilgim.eroglu@msgsu.edu.tr

DenizEkmekçioğluOndokuzMayısUniversitydeniz.ekmekcioglu@omu.edu.tr

095 Exploring the Motives Behind the Formations of Recently Established Industrial Design Programs in Turkey

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Keywords: human-centred design; prototypes; workshop; squirrels; design research

Students,evenfromnon-designdisciplines,aresometimesfamiliarwiththeuseofprototypestodevelopacommodity.Rarer,evenamongstudentsfromdesigndisciplines,istheawarenessthatprototypescanbeusedtoaddressresearchquestions.Inthispaper,wediscussacasestudyfortheideaofusingprototypestobetterunderstandasituationthatincludesnonhumanactors.Inparticular,weusedthefamoussquirrelsontheUniversityofIllinoiscampusasthesubjectofourdesignefforts.Agroupofundergraduatesfrommainlynon-designdisciplineswasledthroughahalf-dayworkshoponprototyping.Insteadoffocusingonprototypingtowardsacommodity-anobjectorexperiencethatthesquirrelscoulduse-ourworkshopencouragedstudentstothinkofinvestigationastheirprimarygoal.Thinkingthroughmaking,participantsproducedartefactswithfeaturesthatcouldhelpusbetterunderstandsquirrels.Someprototypes,forexample,embodiedstrategiesforobservingbehaviourinmoredetail,whileothersweredesignedsothattheirveryconceptualizationledimmediatelytoadditionalquestions.Werecommendworkshopsofthiskindasatoolforencouragingtwothings:abroaderappreciationforthedifferentpurposesofprototyping,andanawarenessofthelimitationofhuman-centerednessindesign.

Aaron BrakkeUniversity of Illinoisaaron@illinois.edu

Susan LiepertUniversity of Illinoisliepert@illinois.edu

Stan RueckerUniversity of Illinoissruecker@illinois.edu

024 Design for the Nonhuman

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AnewdesigncentreatanAmericanuniversitywasgiventhemissiontoincorporatedesignthinkingandhuman-centreddesignacrosstheuniversitythroughmulti-disciplinarycollaborations.Anopportunityarosewiththeuniversity’sCollegeofVeterinaryMedicinetoconductresearcharoundcathouse-soilinginpreparationforaHackathontocreatenewproductsandservicestocombatthistypeofbehaviour.Thedesigncentreworkedincollaborationwithveterinarianstoadaptthedesignthinkingprocesstoincorporatebothcatownersandtheircatswhileallowingstudentsthechancetopracticetheirdesignthinkingskillsincombinationwithanexplorationofinterspeciesrelationships.Throughin-contextfieldresearchconductedincatowners’homes,studentsusedbothhuman-centredandcat-centreddesigntechniquestounderstandthecat-catownerdynamic.Byobservingcats’environments,behaviours,andhumanrelationships,studentswereabletouncoverthreekeyopportunityareasfordesignaroundhouse-soilingfortheHackathonparticipants:leveragingdatatomodifycatbehaviours,owneracceptanceofexistingundesirablebehaviours,andalackofunderstandingamongstownersfortheircat’smotivationsandintentions.

Keywords: other-than-human centred design; experimentation in design education

Rachel SwitzkySiebel Center for Design, University of Illinois atUrbana-Champaign,USArswitzky@illinois.edu

Rebecca SweeneySiebel Center for Design, University of Illinois atUrbana-Champaign,USArasween2@illinois.edu

114 Using Cat-Centred Research to Learn the Design Thinking Process

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Systemicdesignisanemergentfielddemandedbythecomplexityandthescaleof21st-centuryproblems.Itsobjectiveistoprovideaholisticvisionoverfragmentedentitiestodesignresponsiblyforincrementalchange.Foraddressingthecomplexityofsocietalandenvironmentalproblems,itisimportanttoequipfuturedesignerswithabroadsystemicdesignskillset.Industrialdesigneducationneedstoberestructuredandregularlyupdatedtotransferrequiredcompetenciescompatiblewiththenatureofcontemporaryissues.TheCompetencyDomainModel(CDM)proposedinthispaper,listsandcategorisestheessentialdesignercompetenciesinfourdifferentdomains.Thisclassificationcouldserveasaframeworkforeducationalreformsinthenearfuture,andfacilitatemeaningfulcommunicationbetweendifferentdesignprograms.Themodelisappliedto15industrialdesigndepartmentsinTurkeyinordertounderstandthecurrentstatusofdesigneducationinthenationalcontextandtopresentitspotentialsforothers.Researchresultsaresharedwithinthecontextofinsiderknowledge.

Keywords: systemic design; design education; competency model; orders of design

Seda DumanIstanbul Technical Universitydumansed@itu.edu.tr

ŞebnemTimurIstanbul Technical Universitytimurseb@itu.edu.tr

077 Competency Domains for Systemic Design Education

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Nowadaysthedesigneriscalledtofaceincreasinglycomplexproblemsandmulti-facetedchallengesofgreatimportance.Thisfactorleadsdesignerstoredefinetheboundariesoftheirprofessionthroughinteractionwithotherscientificandhumanisticdisciplines,inordertointegrateaholisticviewofrealityandachievehigherdegreeofresultscompleteness.Atransdisciplinaryapproachandthedisseminationofresearchoutsideacademiabecomeimportantaspectsofthisnewprofessionalperspective,which encourages the designer to investigate new areas of research and collaborateonseverallevelswithspecialisedstakeholdersindifferentbranchesofknowledge.Thepurposeofthispaperistodescribeaconcretecaseofinteractionbetweendifferentdisciplines-intheframeofSystemicDesign-toeradicatethecomplexproblemoftheOliveQuickDeclineSyndromeinSalento(Apulia,SouthofItaly).ThisphenomenoncausedbytheprogressiveproliferationofthepathogenicagentXylellaFastidiosa,hascompromisedtheenvironmental,economicandsocio-culturalsphereofthe territory and has solicited the attention of international authorities and institutions,suchastheEuropeanFoodSafetyAuthority(EFSA).ThepaperexplainsthemethodologyandtheresultsofaconcreteSystemicDesignprojectappliedtoinfectedterritory.

Keywords: systemic design; phitosanitary emergency; holistic approach; transdisciplinary approach; prevention strategies

Alessandra SavinaPolitecnico di Torinoalessandra.savina@polito.it

Pier Paolo PeruccioPolitecnico di Torinopierpaolo.peruccio@polito.it

100 Facing a Phytosanitary Emergency Through Transdisciplinary Approach of Systemic Design

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Keywords: tacit learning; constructivism; blended studio environments; extended interior design studio

Tacitknowledge,animportantcomponentofdesigniswidelyresearched.However,itsacquisitionindesigneducationstillremainsunclear.Itsdifficultyintransferenceandarticulationsuggeststhatitisconstructedandthereafterinternalizedbythestudent.Thesocialenvironmentofthedesignstudioscaffoldsandfurthershapestheacquisitionoftacitknowledge.Butastheboundariesofthephysicalstudioareextendingtothevirtual,howthisextensionfacilitatestheacquisitionoftacitknowledgeistheaimofthisstudy.ConstructivisttheoriesareappliedtostudytheaboveintheEnvironmentandInteriorDesignprogrammeattheSchoolofDesign,TheHongKongPolytechnicUniversity.Methodsofdatacollectionwerefocusgroupinterviewsandstudioobservations.Participantsinthestudyincludestudentsandtutorsinvariousyearsoftheprogramme.

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Aruna VenkateshTheHongKong Polytechnic Universityaruna.av.venkatesh@connect.polyu.hk

Henry MaTheHongKong Polytechnic Universityhenry.ma@polyu.edu.hk

028 Tacit Learning in an Extended Interior Design Studio

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Keywords: virtualisation; design didactics; hybrid studios

Littleisknownabouthowdesignlearnersexperiencecompetencedevelopmentinalternative,hybriddesignstudios.Theresearchreportedhereexploredthedevelopmentoflearners’competencesindistancedesigneducationinalongitudinalqualitativestudy.Learnerbiographieswererecordedthroughrepeatedinterviewsandanalysedusinganarrative,groundedtheoryapproach.Thepaperdiscussesemergentthemessuchasphasesindevelopment,rolesoflearnerautonomyandlearninggroups,crisissituations,andexpertdialogue.Itpresentsthehybridstudioasanintersectionofinternalandexternalfactorsindistancedesignlearning.Thepapergoesontosuggestataxonomyofvirtualdesignlearning,teaching,andeducationaltheorythatmayaideducatorsinthedesignofhybriddesignlearningspaces.Itsuggestsadesigndidacticconceptthatcombinesthetheoriesofcreativeprocesseswiththemediadidacticcontextsofadevelopment-centreddesignpedagogy.Theworkconcludeswiththepropositionthatstudyprogrammesshouldbedevelopedbasedoncompetenceandpersonality.Thisexperience-centreddidacticisaprerequisiteforthesuccessofdigitisededucationalsystems.

Andreas Ken LanigDIPLOMAUniversityGermanyinfo@ken.de

079 Educating Designers in Virtual Space: A Description of Hybrid Studios

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Keywords: video games; virtual art and design studios; art and design education; alternative studios; transfer in informal education

Thispaperarguesthepedagogicalpositioningofvideogamingspacesinartanddesigneducationasalternativestudios.Itservesasananalyticalformulationforunderstandinggamingspacesasstudiospaces.Duringtheintroduction,thepaperarguesthequalitiesofstudiolearninggoalsandrelatedassessmentapproaches.Afterthat,itexploresstudiospacesandtheirpositioninlearningthroughaconstructivistapproach.Itusesthetheoryoffourpillarsofeducationduringthisexploration.Itcontinueswithastructuralanalysisofvideogames.Itapproachesthisstructureanditselementsasenablersofauniquespatialexperience.Later,itdiscusseshowstudioandgamingspacesareintunewithoneanother,byarguingtheresemblancesbetweenstudioeducationandgamestructure.Lastly,itsuggestsusingstudioevaluationmethodsduetothissimilarityandconcludeswithfurtherresearchsuggestions.

Ahu YolaçUniversity of Illinois atUrbanaChampaignayolac2@illinois.edu

082 Virtual Learning Spaces: Designing Learning and Learning to Design

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ThispaperpresentsacasestudyonOpenDesignStudio(ODS),anonline,virtualdesignstudiousedtosupporttheDesignandInnovationqualificationatTheOpenUniversity(UK).ThecaseoutlinesthemaindesignanddevelopmentiterationstoODSoveraperiodofnearly15yearsandpresentsrecentusagedataoflarge-scalestudentpopulations(3000+students).Assuchitisoneofthelargestandlongest-runningonline,distancedesignstudios,representingauniquelongitudinalstudyofvirtualdesignstudiouse.Thecasehighlightstheimportanceoflearningdesign,sociallearningmechanisms,andinductionintostudioculture.

Keywords: virtual design studio; online design studio; studio pedagogy; alternative design studio

Nicole LotzTheOpenUniversitynicole.lotz@open.ac.uk

Derek JonesTheOpenUniversityderek.jones@open.ac.uk

Georgy HoldenTheOpenUniversitygeorgina.holden@open.ac.uk

083 OpenDesignStudio: Virtual Studio Development over a Decade

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Keywords: hybrid learning space; design pedagogy; internationalised learning; alternative studio; student participation

ThispaperdiscussesaninnovativepedagogicalinitiativethatiscurrentlythesubjectofongoingdevelopmentatCoventryUniversityintheSchoolofArt&Design-theHybridLearningSpace(HLS)project.TheHLSdeliveryparadigmoriginatedinresponsetorecentshiftsinthetertiaryeducationlandscape:Theneedtomeetthechallengesofgrowthinstudentnumbers;andthegrowingemphasisoninternationalrecruitmentandthedevelopmentofinternationalisedcurricula.Fundamentalquestionsneed to be asked that challenge entrenched notions of what constitutes alearningspace,and,thefutureroleforthetraditionaldesignstudioininternationaliseddesigncourseframeworks.Theimperativeistodesignintegratedmechanismsofdesigncoursedeliverythatcanmeetthesechallengeswithoutcompromisingtheacademicintegrityandqualityofthestudentlearningexperience.Methodologically,thepaperdrawsuponthematicanalysesofstudentsurveyandinterviewresponsestouncovercommonpedagogically-relevantthemesinthecontextofstudentparticipationandattainment.Theseanalysesarecorrelatedwithdirectobservationsofstudentbehaviourwithinconventionalanddisruptedlearningspaces.AcasestudyreviewillustratestheHLSmodelinaction.Itdrawsuponactiveresearchinitiatives,interventionsanddeliverypracticesfromseveralinstitutionsintheUKandinChina.Theobjectiveistoexploretheeffectsoflearningspacetopologiesondesignstudentparticipationandtoproposeaconceptuallyalternativenotionofthedesignstudioaspraxis-basedlearningenvironment.ThepaperconcludesbysummarisingthepotentialbenefitsofthecasestudywhilepointingthewayforwardtotheongoingevolutionarydevelopmentoftheHLSexperiment.

Clive HiltonCoventry Universityab2359@coventry.ac.uk

089 The Evolution of the Design Studio: Hybrid Learning Spaces

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Keywords: digital encounter; design; embodied interactions; cultural heritage

Thispapersetsoutapproachesandtrendsininteractiveandsmartsolutionsdesignedtouseamultimediaeducationalapproachtofosterandpromoteculturalheritage.Theresearchpresentedaimsatenvisioningnovelstrategies to facilitate learning by encouraging visitors to interact directly andphysicallywiththeheritageondisplay,andtocommunicateculturalmessages.Analysingtheinteractionsbetweentheuseranddifferentmediaandtheirnarrativepotentialities,wedescribeaninstallationwhichallowsvisitorstomeetalife-sizedsimulatedhologramandinteractwithit.TheprojectissetinthefieldofHumanComputingInteraction(HCI),lookingattheworldofdigitalencountersandinteractivesystemsbasedonembodiedinteraction,investigatingifandhowthedesigners,asamediatorbetweendifferentmediaandtools,succeededinachievingtheiraimsandprovingtheenvisioneduserexperience.Relyingonusertestsanddirectobservation,wediscusshowtheinteractiveexhibitandthedigitalcharacteraffectedvisitors’behaviour,effectivelycapturingtheirattentionandfosteringinteraction.Furthermore,weexaminehowvisitorsperceivedthedigitalcharacterandthegesturestheyaskedthemtoperform,directlyorindirectly,totriggeractions.Inconclusionwegeneralizetheresultsintermsofpossibletranslationsforteachingdesignbasicsinhighereducation.

Mauro CeconelloPolitecnico di Milano, DepartmentofDesignmauro.ceconello@polimi.it

Davide SpallazzoPolitecnico di Milano, DepartmentofDesigndavide.spallazzo@polimi.it

075 Mediating Cultural Values in a Multimedia Installation

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Keywords: basic design exercises; translation studies; cultural studies; technical drawing; design process

Amongotherthings,translationisdefinedas“carryingsomethingacross”.Withthisinterpretation,derivedfromtheetymologicalrootoftheterm,translationisnotexclusivelyboundtoalinguisticcontext.Therefore,acomparisonbetweenaspectsoftranslationtheoryandthetransferofmeaninginbasicdesignexercisescanbejustified.Understandinglinguistictranslationasanactofculturalnegotiation,raisesthequestiontowhatextentbasicdesignexercisesreachacrossculturalconstraintsintransferringexperiencebetweendesignteachersandstudents.Inotherwords:arebasicdesignexercisestransferringuniversaldesignprinciplesoraretheyculturallydeterminedthewaylanguageis?Withtheclosereadingofthreebasicdesignexercises,wepresenttheirdiversegoalsandintendedtransferfromteachertostudent.(1)Drawingacubeisdeclaredasaschoolingofobservationandanexerciseinrepresentingthree-dimensionalspaceinatwo-dimensionaldrawing.(2)Thetechnicalaspectofconstructingabstractgeometriccompositionshadthedeclaredgoalofteachingperfectionandcraftsmanship.(3)Andthegraphicalexercisesfollowedthedeclaredgoaltogenerateafieldofvisualvariationsinferredfromastrictsetofrulesandtolearntonavigatewithinthedesignprocess.Basedonthisarchaeologyofintendedgoalsdescribedinthecourseofthethreeexercises,thepaperdiscussestheimplicitculturalconstraintsofthethreeexercises.

Michael RennerFHNWAcademyofArt andDesign,Switzerlandmichael.renner@fhnw.ch

Sarah KleinFHNWAcademyofArt andDesign,Switzerlandsarah.klein@fhnw.ch

081 Translational Aspects of Basic Design Exercises

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Keywords: communication design; intercultural communication; inter-semiotic translation; multiculturalism; traffic awareness

In the late nineteenth century, as new technologies, social needsandcommercialopportunitiesemergedinindustrialisedsocieties,communicationdesignevolvedinlinewiththem.Themassivedevelopmentofmassmediaandmasscommunicationbroughtonbyculturalglobalisationcreatedvariouslevelsofcomplexityforcommunicationdesign.Understandingthedifferentkindsoftranslationthattakeplacebetweencultures,languagesandsystemswillimprovethecomprehensiveness,qualityandinclusivityofcommunicationinmulticulturalcontexts.Thisinturndemandsnewknowledge,competenciesandskillsthatwillallowdesignerstocreateinclusiveinterculturalcommunicationstoservethecurrentsocietalandculturalneedsofaudiences.ThispaperreportsonatrafficawarenessprojectinitiatedbytheUAETrafficDepartmenttoraisepublicawarenessofroadsafety.Theprojectwasintendedtoexploretheroleofdesignersasculturalmediatorsthroughaniterative,research-baseddesignprocess.Studentswereinvitedtocreateculturallyrelevantposterstocommunicateintendedmeaningsinamulticulturalcommunity.Here,theresultingprocessoftransmutingthevisualintoverbalandtheverbalintovisualwithinthecommunicationdesignprocessisexaminedasinter-semiotictranslation(Jakobson1959),aninteractiveprocessthatcreatesconnectionsbetweendifferentculturesandmediainvisualcommunication.Thispaperhighlightstheroleofsuchtranslationinmediatingcommunicationamongindividualsandcommunitiesofdifferentcultures.

Shaima ElbardawilUniversity of Sharjahselbardawil@sharjah.ac.ae

084 Inter-Semiotic Translation in Intercultural Communication Design

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Thedisciplineofindustrialdesignisincontinuouschangeduetothedevelopmentsininformationandproductiontechnologies.Asaresultofthischange,designersareexpectedtobeequippedwithdiverseskillsandsetsofknowledge.Hencethescopeofformaldesigneducationneedstobeenlargedandthetheoreticalandmethodologicalbasisofitneedstobereconstructedaccordingtothisnewscope.Thisenlargedscopeisembeddedinthecurriculumontheoreticalandpracticalaspects.Ontheaccountofbasicdesign, which is regarded to be the foundation course of industrial design education,thesenewlyemergingaspectsaregenerallyintroducedbyrelatingpracticalbasesofthecoursewithnewsetsofdesignknowledge.Thisstudyproposesathree-stepframeworkforabasicdesigncourseforindustrialdesign,whichintendstoconstructthepracticalbasesinaccordancewiththecurrentneeds,skillsandmindsetsfordesignpractice.

Keywords: basic design; practical basis; transition of design practice; design knowledge

Dilek AkbulutGaziUniversitydilekakbulut@gazi.edu.tr

Ebru GedikGaziUniversityebrugedik@gazi.edu.tr

Hatice KesdiGaziUniversityhaticesaydin@gazi.edu.tr

AtakanBaşGaziUniversityatakanbas@gazi.edu.tr

109 Transition from Basic Design to Product Design: A New Practical Basis

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Thispaperproposesamethodthatutilizesexpressivenarrativestoinspiredesign,especiallyintheconceptualizationprocessleadingtodesignideas.Inthismethod,expressivenarrativesneedtobedeconstructedbydesignersthroughtheidentificationofmetaphors.Thesemetaphorsarethenexaminedtodiscovertheconceptstheyembody.Whileinterpretingthemetaphorsthedesignerstrytofindalternativerepresentationsreferringtothesameconceptsbycreatinggenerativemetaphors,whichopenupnewwaysoflookingatthesituationbydefiningnewconnections.Eventually,theproposedmethodassistsdesignersparticularlyinthedevelopmentofcoherentscenarios,abstractionandre-contextualizationofobjects,andgenerationofnewmeaningsintheirconceptualizationprocess.

Keywords: design methods; metaphors; idea generation; narrative; retelling

ÖzgeMerzalıÇelikoğluIstanbul Technical Universityozgecelikoglu@itu.edu.tr

019 When Rabbits Lead to Ideas: Inspiring Design by Retelling Stories through Metaphors

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Keywords: quick and dirty prototyping; impossible design; border thinking; creativity

Inthispaper,wewillpresenttheresultsofchallengingstudentsintodesigningimpossibleartifactsusingquickanddirtyprototyping.Wehaveworkedduring2017and2018schoolyearswiththreedifferentgroupsofundergraduateindustrialdesignstudents.Thechallengewastoimaginehowlivingwouldbeinahouseintheyear2050.Theresultsshowthatimagininglivinginanearfuturetriggersgenerationofimpossiblescenarios.Also,workingwithalimitedtimetocompletethechallengeusingquickanddirtyprototypingallowsthestudentstothinklessandskiptheearlyphasesofthedesignprocess,eagerlyengagingwiththeideationphasewhiletheyarealsodiscussingdifferentpossibilitieswiththeirteammates.Thus,quickanddirtyprototypingisseeninthispaperasathinkingtool,fosteringcreativityandpromotingdialogueamongstudents.Themoreuncertainthechallengebecomes,astheyear2050couldbe,themoredialoguetheteammateswillneedtocompleteit.Therefore,impossibledesignactivitiesshouldaimtobringuncertaintyinchallengesthatcouldbeaddressedusingquickanddirtyprototypingtofosterhands-onthinkingandcreativityinstudents,whilelearningaboutthedesignprocess.

Gabriela GomezUniversidadAutonoma de Aguascalientesdigabrielagomez@gmail.com

Ricardo Lopez-LeonUniversidadAutonoma de Aguascalientesricardolopezleon@gmail.com

026 Impossible Design: Fostering Creativity by Quick and Dirty Prototyping

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Keywords: subversive prototypes; learning by doing; design method; design through the prototype; thinkering

Learningbydoinghasprovenitsefficacyintheeducationalfieldand,inthiscontext,prototypesmayplayakeyrole.Ifusedinanactiveway,provocativelydivergingfromtheirrepresentativefunctiondesignmodelscanleadtodifferentandlateralthinkingmodalities.Theycanprovideinspirationforunpredictablepathsand,potentially,innovation.Asimilarapproachtowardsthepurposeofprototypesinthedesignprocesshasalreadybeenundertakenbyprofessionals,fromrenownedItaliandesignerstocontemporaryarchitects.Yet,thiscontributionisbasedonadaringcontaminationfromliteraryexperimenterswhosemethodsoriginatefromstrictandalmostabsurdrules.Theiraimistostimulatecreativityinanapparentlyplayfulandevenserendipitousactivity.Inparticular,thepaperreferstoathree-yeareducationalexperienceassessedinaProjectFoundationsStudioofanInteriorDesigncourseatPolitecnicodiMilano.Hence,thedevelopedandemployedapproachisdescribedanditsresultsdiscussed,outlininghoweffectivelytheuseofprototypesasactivetoolsofthedesignprocesscanliberatestudents’imaginationandchangetheirattitudetowardsthedesigningofinteriorspaces.Eventhoughthedescribedapproachmaypresentsomelimits,theaimofthisargumentationistoillustratethedifferentcontributionaprototypecanmakeinfutureapplications.

Barbara Di PretePolitecnico di Milano, DepartmentofDesignbarbara.diprete@polimi.it

Fiamma Colette InvernizziPolitecnico di Milano, DepartmentofDesignfiammacolette.invernizzi@polimi.it

Emilio LonardoPolitecnico di Milano, DepartmentofDesignemilio.lonardo@polimi.it

Martina SciannamèPolitecnico di Milano, DepartmentofDesignmartina.scianname@mail.polimi.it

034 Bundles of Spatial Ingredients: Designing through the Prototype

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Keywords: application programming interface; API; prototype; interaction design; design space

Oneoftheperennialquestionsfacedbydesigners,researchers,andstudentsofdesignistowhatextenttheyshoulddevelopaprototypeinordertolearnthemostfromit.Insomecases,asimplepapersketchissufficient.Inothers,afullyfunctionalversionisnecessaryinordertoadequatelyconveythecoreconcept.Inthispaper,wefocusonthelatterendofthespectrum,andproposethatonewaytoquicklyandefficientlycreatethesekindsofprototypesistoidentifyanduseoneofthepublicly-availableapplicationprogramminginterfaces(APIs)thatcanbequicklyfoundinAPIdatabases.Inshort,weseektosimplifyprototypinginthefieldofInteractionDesignthatappearscomplexandmultidisciplinarywithalotofmovingpiecesandformulateawaytostreamlinerapidprototyping.WearguethatproperchoiceanduseofanAPIallowsdesignerswithminimalknowledgeininformationtechnologytoskipthecomplexitiesassociatedwithmultidisciplinaryideasandenablestheminsteadtotraversedifferentregionsofthedesignspace.Thishelpsprototyping,eveninthisfully-functionalspace,totakeonadditionalrolessuchasageneratorofdesignideas,stimulusforreflection,andinfluenceonbehaviorsinordertodiscoverandrefinedesignideas.WegroundourdiscussioninacasestudyfocusingondesignprocessofalanguagelearningprototypethataccesseshalfadozenAPIstoanalyzeutteredspeechandvisualizelexicalstressinreal-time.

Mahshid FarzinfarUniversity of Illinoisfarzinfa@illinois.edu

Stanley RueckerUniversity of Illinoissruecker@illinois.edu

038 Why Design Students Need Application Programming Interfaces (APIs)

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Keywords: location-based mobile games; prototyping; learning; meaning-making; hands-on experimentation P

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Thispaperexplorestheimplicationsofconceiving,designingandprototypinglocation-basedmobilegames(LBMGs)thatbridgetherealandthedigitalintofascinatingandunexpectedhybridworlds.Thedistinguishingtraitsofthesegamesmakethempopupasacompellingcontemporaryfieldfordesignresearchandpractices,wheredesignknowledgeisinformedinmultipleways:fromposingthequestionsofrelatingto/embeddingtechnology,toaddressingdesignissues,fromruminatinganddealingwithUXandUI,toassessingcommunicativeaspects.Moreover,beingsituatedinaspecificcontextandaddressingunpleasanttopicsinthemeanwhile,thesegamesprovetobefurtherchallenging.Theresultfromourstudyisthatespeciallywhenthedesignactivitypushesthelinebeyondplayingwithinaformalstructure,becomingawaytoplaywithstructuresandawaytocelebrateexperimentation,prototypinghasacrucialroleinnurturingawarenessandknowledge.Inthelightofthisreasoning,designing,prototypingandtestingofLBMGsareframedfromadesignperspective,exploringtheirpotentialintermsofdesigneducation.

Ilaria MarianiPolitecnico di Milano, DepartmentofDesignilaria1.mariani@polimi.it

Davide SpallazzoPolitecnico di Milano, DepartmentofDesigndavide.spallazzo@polimi.it

060 Game-Design-Driven Knowledge: When Prototypes Unpack and Reframe Conventions

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Keywords: prototyping; game design; capitalism; human behaviour

Itisconceivablethatcapitalismandthenewmarketeconomyasitcurrentlyoperatesisunsustainabledespitethebullishopinionsofbusinessmenandentrepreneurs.Therearemanyobviousconcernssurroundinganeconomywithoutmoneythemostbasicofwhichistheaccountingofproductivity.However,ifweareseriouslyengagedinthisthoughtexperiment,wemustalsoconsidertwooperationsofthecurrentsystemthatseemtobemostdetrimentaltosocietalandmorerecently,politicalconstructswhicharetheaccumulation,andtransferofmoney.Moderaterestrictionshavebeenplacedonbothoperationsbutconsideringtheinvolvementofbusinessingovernmentcountlessexamplesevidencethelackofenthusiasmtorestrictthemfurther.Ifweconsiderlifewithoutmoney,weneedtosubstitutesomevaluesthatwouldtaketheplaceofcashinordertoreshapesocietalvaluesbyplacinganimportanceonthingsthathavegreaterreturnthantheconstructofmoneycanprovide.Inthisstudywedevelopedaseriesofprototypestolearnhowagamemightbedesignedinordertoemulateaneweconomicsystemusingtimeandchoiceasimportantvalues.Thisstudyextendsstudents’understandingoftheprototypingprocessthroughparticipationinbothdevelopmentandusability.Thestudentswhohaveabasicunderstandingofeconomicsprovidethefeedbackloopinordertoestablishrules,playability,andbegintounderstandhowthegamecanberiggedintheirfavour.

Gerry DerksenUniversity of Illinois atUrbana-Champaigngderksen@illinois.edu

ZhabizShafieyounUniversity of Illinois atUrbana-Champaignzhabiz@illinois.edu

Stan Ruecker University of Illinois atUrbana-Champaignsruecker@illinois.edu

119 Prototyping a New Economy

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Keywords: architectural education in Egypt; ethnography; architectural pedagogy; design process; design education

Thispaperpresentstheinitialfindingsofanethnographicstudythatexploresthedifferentfacetsinfluencingthesocio-culturalcontextandtheirimpactontheflowofdesignknowledgebetweenstudentsandtheinstructorwithinaspecificpedagogicalarchitecturaldesignstudioinCairo,Egypt.Thestudyusesethnography,wherethefirstauthorofthepaperjoinsthestudioofthesecondauthorasaparticipantobservertobeabletounderstandhowthesocio-culturalsystemwithinthestudioinfluencesthestudents’experience.In this investigation, students and recent graduates of this design studio wereinterviewedregardingtheirperceptionofthestudio,theinstructor,andtheprocess.Theanalysis,whichusedGroundedTheoryasitsbasis,startedtorevealaseriesofthemesthatappearedtobeworkingintandems.InthispaperwediscussthefirsttwoemergingthemesthatcreatedThePushandThePulldialectic.Theirinterdependentdualitygaveshapetoaspecificsocio-culturalcontextforthestudio,andappearstohaveplayedaroleinshapingthestudents’perceptionofthecoursewhileaffectingtheflowofdesignknowledgeinit.Theresultingstateofdichotomoustensioninfluencedstudents’behaviourbypushingandpullingthemtowardsastateofself-discoverythatledmostoftheinterviewedstudentstoconsiderthestudiounderstudyasoneofthemostinfluentialintheirlearningexperiencewithintheirschoolofarchitecture.

Ramy BakirArabAcademyforScience,TechnologyandMaritimeTransport,Cairo,Egyptr.bakir@aast.edu

Amr Abdel KawiAmericanUniversityinCairo, Egyptakawi@aucegypt.edu

022 Dichotomous Tension: A Route for Self-discovery in Architectural Pedagogy

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Keywords: collaborative learning; studio course; design project; board game design; design education

Themosteffectivelearninginindustrialdesigneducationtakesplaceinthestudiocourses,inwhichthestudentscanexplore,analyse,practiceandobservetheoutcomesofthedesignproject.Instudiocourses,occasionally,studentsareencouragedtotakepartincollaborativelearningbyworkingtogetherinagroupandsubmittingajointprojectthatresultsfromthegroupwork.Thecollaborativelearningprojectscommonlyendupwithdiscussions,confusionsandconflictsbetweenthegroupmembersandtheinstructors.Thebasicproblemsareespeciallydeclaredbygroupmembersasnotchoosingtheirpartnersbythemselves,andworkingonadesignprojectthatdoesnotinterestthem.Inaccordancewiththisinformation,astudywasconductedbyintegratingthecollaborativelearningsystemtotheindustrialdesignstudiocourse.Inthispaper,theoutcomesofcollaborativelearningwillbeevaluatedinlightoftheprojectconductedinadesignstudiocoursewithundergraduatestudents.Thestudywillbeinterpretedbythecontextofthedynamicsofcollaborativelearning,thecommonproblemsobservedduringcollaborativelearning,andnovicedesignerpropertiesfeaturedbythestudents.

DilekHocaoğluGebzeTechnicalUniversitydilekayyildiz@gmail.com

SalihaTürkmenoğluBerkanGebzeTechnicalUniversityturkmenoglu_saliha@yahoo.com

025 The Outcomes of Collaborative Learning in Design Studio Courses

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Keywords: design education; design studio; ethnography of design; drama metaphor

Thispaperaimstodiscloseundercurrentsofin-classinteractionsandprovideadeeperunderstandingofthesocialinteractionsandperformancesinthedesignstudio.Byadoptinganethnographicapproach,thisstudyattemptstoexploretheparticipants’activitiesanddynamicsbehindthem.ThechosensubjectenvironmentforthisstudyisafirstyearbasicdesignstudioataselectedSchoolofArchitectureandDesign.Thesettingistakenasasocialenvironmentandobservedusingethnographicmethods;thentheobservationsareinterpretedthroughErvingGoffman’smetaphorofdrama(1959).Thisstudyisnotprimarilyinterestedinthematerialsusedintheclass;similarly,maintainingacertainstandpointforthemethodologyoftheeducationisoutofconcern.Rather,itusessuchsubjectsasmediumstounderstandparticipants’behavioursinthedesignstudio.Beinganon-goingdescriptivework,focusingonsocialinteractions,thisstudydeliversinsightsfromthedesignstudioandprovidessocialexplanationswhichcanformabasisfordevelopmentsindesigneducationinthefuture.

Süleyman Enes KarabulutIstanbulŞehirUniversityseneskarabulut@sehir.edu.tr

ÖzgeMerzalıÇelikoğluIstanbul Technical Universityozgecelikoglu@itu.edu.tr

106 An Ethnography of the Design Studio: Exploring Social Interactions and Performances in Studio Environment through Goffman’s Dramaturgical Approach

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Keywords: design; design pedagogy; community of practice; situated learning; theoretical statement

Thispaperproposesapedagogicalperspectiveandpracticesthatprivilegeinclusivemethodswiththeaimofpreparingstudentstorespondtoandmanagedynamicconditions,circumstances,andsocialcomplexities-whattheauthorscall“miscellany”-andfosteringacollaborativeenvironmentthatmodels“communitiesofpractice.”Ratherthanframeclassroomdesignactivitiesarounddesignproblemsandresolutions(solutions)asistypical,theauthorsprivilegedesigning.Theprocessofdiscoveringpossibilitiesandreachingconclusions(intheformofartifactsand/ordesignedsystems),isgroundedinperformativeandreflectivepracticesthatareinherentlysocial,constantandconsistent.Thepaperdescribessomeoftheauthors’experienceswritingeducationalstudiocoursesthatengageinthedevelopmentofacommunityofpracticethroughexperimentalcoursestructures,critiquemethodsandprojectframing.

Denise Gonzales CrispNCStateUniversitydmcrisp@ncsu.edu

Nida AbdullahPratt Institutenabdul35@pratt.edu

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118 A Pedagogical Framework for Managing Miscellany

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Keywords: critical design; ideology; futures; design fiction; aesthetics; design education

Thispapersuggeststhatincludingtheoryandpracticeofcriticaldesigninthetraditionalindustrialdesigncurriculacanbenefitthefuturedesigners.Fourspecificaspectsofcriticaldesignareproposedasvaluablefortheirpotentialinconstructingacriticalparadigmandsubsequentlyleadtomoreconsciousdesigns.Allthesecharacteristicsemphasizetheenlighteningcapacityofcriticaldesign,whichallowstocriticallyreviseone'sassumptions.Theauthorarguesthatstudyingandanalysingexistingcriticaldesignprojects,aswellastryingthisapproachoutinpracticaltaskscanhaveemancipatingeffectonthedesigners’futureprofessionalactivitiesinvariousfieldsofdesign.Itcanfostertheawarenessofideologicalconstructsandthecapabilitytocriticallyanalysetheminordertoavoidbiaseddesigns;understandingoftheadvancementoffuturesandthedesign'spotentialofsteeringit;productiveadoptionofdesignfiction;andadeliberateuseofdesignproductasameansofcommunication.

Liene JakobsoneArtAcademyofLatvialiene.jakobsone@lma.lv

007 Towards a Critical Paradigm

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Keywords: industrial design competitions; motivational factors; EGM; quantification theory type I

Designcompetitionsplayanimportantroleineducation.Thepurposeofthispaperistoexplorethemotivationalfactorsoftheparticipantsinindustrialdesigncompetitionsandwhatattributesofthecompetitionsaffectthesefactors.Inthisstudy,atwo-stagemethodcombiningqualitativeandquantitativemethodswasused,includingevaluationgridmethod(EGM)andquantitativetheorytype1method.ThesemethodsarebasedonMiryokuengineeringtheory.Theresultsofthestudyreflectthemotivationalfactorsofstudentstoparticipateindesigncompetitionsandestablishtheweightedrelationshipbetweenthesemotivationsandthecompetitionattributes.Thestudyindicatesthattheparticipantswanttocompeteindesigncompetitionswithasenseofauthority,asenseoffairness,asenseofself-realizationandasenseofhonor.Theseabstractreasonscontainthecorrespondingrationaleandspecificreasons.Theresultsofthestudycanprovideatheoreticalreferenceforparticipatingstudents,educationalinstitutionsandcompetitionorganizers.

Bao-Yi ZhangNationalChengKungUniversityp38053014@mail.ncku.edu.tw

Min-Yuan MaNationalChengKungUniversitymamy@mail.ncku.edu.tw

029 Motivational Factors for Participation in Industrial Design Competition

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Keywords: movie analysis; design education; use value; exchange value; sign value; symbolic exchange value

Thispaperistheexplorationofanassignmentgiveninanindustrialdesignundergraduatecoursecalled“CultureandCommunicationinDesign”.Thecourseaimstogiveaninsightabouthowobjectsareanalyzedandevaluatedbytoolsprovidedbysemiotics,productssemanticsandcritiquesofcommodityculture.Inthisassignment,themovie“CastAway”wasusedinordertomakeananalysisaboutthemeaningsandmeaningshiftsofartefactsthatareplacedindifferentcontexts.Theassumptionisthat“reading”movieswithaconcentrationontheartefactsplacedinthescenesgivesstudentsadifferentperspectivetosee,understandanddiscusssometermsaboutthechangingculturalsignificanceandvaluesystemsofdesign.CastAway,asanoriginalinterpretationofthestoryofRobinsonCrusoe,enrichedbytheobjectscarriedtogetherwiththemainactortoanunknownisland,providesaveryrichgroundtoseeandinterprettheculturalchangesanddynamicsbetweenobjects,individualsandsociety.Thesignificanceoftheexercise,orsuchexercisesindesigneducation,liesinthemotivationoftrainingstudentsnotonlyasmerepractitionersandcreatorsofcommodities,butalsoasintellectualswhocanreflectontheirownprofessionthroughacriticallens.

HümanurBağlıİstanbulŞehirUniversityhumanurbagli@sehir.edu.tr

040 Cast Away: A New Way to Read Value of Objects in the Context of a Movie

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Keywords: design education; industrial design; contemporary art; liberal arts; criticality

Theaimofthisarticleistodiscussthepotentialofstudyingcontemporaryarttofostercriticalskillsindesigning.Thisaimispartofalargerargumentoftherequirementofequippingdesignstudentswithartsandhumanitiesaswellasdesignskillsforamoremeaningfulandethicalfutureprofessionalpractice.Itishypothesizedthatcontemporaryartcontentguidesstudentstowardsthismetaaim.Here,contemporaryartcomesintoplayasaresourceofnotonlyliberalarttheorybutalsoitsmanifestationinartform.Thismethodofartpracticefoundedintenselyoncriticalityisproposedasatoolforcriticalindustrialdesignstudiopractice.Priorresearchbytheauthorhasindicatedthatstudentsexposedtocontemporaryartcontentinelectivecoursesacquireconsciousnessonthemeaningoftheirfutureprofession,butwaysofintegratingthiscontenttocompulsoryindustrialdesignstudiocoursesremainsunknown.Basedonthefindingsofpriorresearch,thisstudypresentsasinitialargumentofdevelopingwaysofsuchintegration.Toexplaintheroleofcontemporaryartasaresourceofcriticality,firstthecriticalityimplicitinthenatureofcontemporaryartisexplainedwitharthistoricaltheory.Afterthat,thechangeinartaftertheendofmodernismisexplainedwiththeready-madewithreferencetoFountain(1917)byMarcelDuchamp.Followingthis,thepresentedfeaturesofcontemporaryartarematchedwiththepartsofthedesignprocessitcanenrichwithparticularreferenceto“utility”,“viability”and“agency”.Thisisdiscussedinmoredetailwiththereportedexperiencesofstudentswhohavestudiedcontemporaryartcontentduringtheirschooling.Experiencefromtheelectivecourse“ContemporaryIssuesinDesignandInteraction Between 20thCenturyArtandDesign”ispresentedinrelationtorelatedtheory.Thereportscollectedfromstudentsindicatethewaysinwhichthecontentisreflectedtoproductdesignpracticeinthestudio.

ÇiğdemKayaPazarbaşıİstanbulTechnicalUniversitykayac@itu.edu.tr

098 Contemporary Art for Product Design Studio: Informed Conceptualism

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Keywords: industrial design; product attributes; material attributes; design for environment; material information platform

Materialsselectionphaseplaysapivotalroleinproductdevelopment,whichisdrivenbyconsumers’needsandmanufacturers’requirements.Hence,materialresearchisdecisiveinachievingcompetitivenessandsuccessintheproductsmarket.Moreover,advancesincontemporarytechnologieshaveaparamountinfluenceonhownewmaterialsareinventedanddeveloped.Newtrends,lifestyles,livingexpectations,amendedwithlegalrequirementsimposedbythegovernment-inparticular,environmentalconcernsofproductsusageandtheirdisposal-additionallycomplementthisprocess.Therefore,environmentallyfriendlymaterialsaregettingmoreattentioninsubstitutingcommonmaterialsinmarketsthatareathreattohumanityandtheenvironment.Theaimofthispaperistodevelopanassistiveclassificationmethodthatcomprehendsproductrequirementsandaccordingly,offersthedesignerssubstantialsuggestionsregardingenvironmentallyfriendlymaterials.Thecomplexityofthestatedproblem,derivingfromtheconflictingrequirementsofthedesigner,consumerandmanufacturer,isaddressedbyutilizingmulti-attributeanalysis.Thehereinproposedsolutionistailoredmoretowardsindustrialdesigners,whoinprinciplearelessfamiliarwithmaterialattributes,whichinturncomplicatesthematerialselectionprocesswhendesigningfortheenvironment.

Indji SelimUniversityAmerican CollegeSkopjeindjiselim@uacs.edu.mk

Ana M. LazarevskaUniversitySs.CyrilandMethodius,Skopjeana.lazarevska@mf.edu.mk

Tatjana KandikjanUniversitySs.CyrilandMethodius, Skopjetatjana.kandikjan@mf.edu.mk

SofijaSidorenkoUniversitySs.CyrilandMethodius, Skopjesofija.sidorenko@mf.edu.mk

032 Multi-Attribute Material Information Platform

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Keywords: material systems; smart materials; material experience; transdisciplinarity; design engineering

Materialsteachingiscurrentlypartofaparadigmshiftinthedesigneducation.Itbecomescrucialtoprovidedesignstudentswithanup-to-dateknowledgeaboutthelatestadvanceinmaterialsandmanufacturingtechnologieswiththeaimtopreparethemtomoreeffectivelycopewiththenextindustrychallenges.Theintroductionofsmartmaterialsstartedtorevolutionizethewaywedesignandinteractwithproducts.Theirdynamicpropertiesarechangingourperceptionandunderstandingaboutwhatamaterialisinitself(asystem),andespeciallywhatitisabletodo(itsperformance).Thispaperpresentsamultidisciplinaryframeworkforteachingfunctionalmaterialsbasedona5-layersstructure:fromthematerialsciencebasics(1),materialsengineering(2),stimuli-responsivephenomena(3),materialexperience(4)andproductexperience(5).Amongtheresearchoutputs,fourdesign-orientedtoolsaredescribed.Apartfromanintroductorylecture,descriptivecardsprovideinformationonthemostcommonphenomenathatdescribecommercialsmartmaterialsapplication(level1-3).TheSmartMaterialsforSensoryExperiencesMap(SM4SE)classifiessuchmaterialsbasedontheirinput/outputstimuliandputsthemintorelationwiththeexplorativesensorymodalities(level3-4).Byselectinganapplicationofsmartmaterials,theDynamicProductExperiencetoolencouragesstudentstoexplore,describeandqualitativelyrankthedimensionsofproductexperience(usefulness,desirability,credibility,understandability,usability)(level5).Thetoolshavebeentestedinaone-weeklearningexperiencefocusedonsmartmaterialsteachingwithintheMaterialSelectionCriteriacourseinDesign&EngineeringofPolitecnicodiMilano.Asanoutputofthefullimmersion,28casestudiesondynamicproductswerecollectedbystudents.

Agnese PiselliPolitecnico di Milano, DipartimentoCMIC“GiulioNatta”agnese.piselli@polimi.it

Sara ColomboMIT Design Labscolombo@mit.edu

Jenny FaucheuMinesSaint-Etienne,CNRSjenny.faucheu@mines-stetienne.fr

David DelafosseMinesSaint-Etienne,CNRSdavid.delafosse@mines-stetienne.fr

Barbara Del CurtoPolitecnico di Milano, DipartimentoCMIC“GiulioNatta”Barbara.delcurto@polimi.it

033 Educational Tools to Teach Design Students the Dynamic Behaviours of Smart Materials

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Keywords: innovative materials and design; design education; consultancy services; materials library; public engagement.

Thethirdmissionofacademia,i.e.publicengagement,hasbecomemoreandmoreexplicit.Nowadaysuniversitieshavetoengagewithsocietalneedsandmarketdemandsbylinkingtheuniversity'sactivitywithitsownsocio-economicandculturalcontext.Inthisperspective,thispaperwilldealwiththeeducationalactivitiesofacademiathroughtheactivitiesofamateriallibrary:thespreadofrecentandcontinuousinnovationsofmaterialsfordesign.Inthelandscapeofacademicmateriallibraries,thecasestudyofMATtoappearsasofparticularinterest,especiallyconcerningthetopicofthecontinuousupdatingproposedtoitscontacts,thereforeitwillbeinvestigatedandexplored.Anewstrategy,whosemainobjectivesaregeneratingwidespreadlearningbasedonacontinuousdialogue,nurturingapolytechnicknowledgeonmaterialsthroughon-goingupdatingandinvolvingthewidepublicintoinformativeprocessesbygeneratingcuriosityandinterestontheresearchonmaterialsforproduction,wasdesignedadhoc.Themostinteresting and effective tools in relation to the attended results were selected andtheworkingmethodsarebasedonaseriesofinformallive-meetingsandanewmediapresencegrowthactionplan.Afteroneyear,theresultsofthisnewapproachtopublicengagementarestillembryonicbutyetpromising.Thisworkcanbeanexampleforotherinstitutionsfacingissuessuchascontemporarymethodstoteachor,atleast,tospreadmaterialsanddesignculture.

Doriana Dal PalùPolitecnico di Torinodoriana.dalpalu@polito.it

Valentina CoragliaPolitecnico di Torinovalentina.coraglia@polito.it

Beatrice LermaPolitecnico di Torinobeatrice.lerma@polito.it

Claudia De GiorgiPolitecnico di Torinoclaudia.degiorgi@polito.it

037 Nurturing Competence on Innovative Materials through New Media: The Case Study of Public Engagement of MATto, The Material Library of Politecnico di Torino

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Keywords: ICS Materials; materials experience; yacht design; design tools; design education

Knowledgeaboutmaterialsisakeyelementindesigneducation,consideringnotonlytheirtechnicalpropertiesbutalsoexperientialandexpressive-sensorialqualitiesofmaterials.Tocomplywiththistransitionandwiththeemergenceofnovelmaterials,educatorsneedtoadaptordevelopnewformats,toolsandmethodsforteachingandlearningmaterialsindesigncurricula.ThispaperpresentsatentativedesignmethodologyexperimentedandvalidatedinaneducationalworkshopnamedNautICSMaterials,withtheaimsof(i)teachingICSMaterialsintheabsenceofmaterialsamples,(ii)exploitingthepotentialofICSMaterialsindrivingyachtdesignconcepts;(iii)designingforICSMaterials;and(iv)introducingandapplyingthenotionofmaterialsexperience.ICSMaterialsisanacronymthatstandsforInteractive,Connected,andSmart.Indeed,thedomainofmaterialsfordesignischangingundertheinfluenceofanincreasinglytechnologicaladvancement,whichbringsminiaturizationoftechnologyandmaterialaugmentationwiththeuseofsensors,actuators,andmicroprocessors.Examplesofnewhybridmaterialsystemswithdynamicandcomputationalqualitiesareincreasinglyemergingandisrisingtheneedtoforecasttheirpotentialsinthedesignspaceandtoreflectontheirfutureapplicationcritically,bothindesignandinteaching.TheworkshopNautICSMaterials-ICSMaterialsfortheNauticalsector-isdescribedbyitsobjectives,structure,methodology,toolsandresults,inordertopresentamodeltotransfertoothersectorsortoscaleupinlargerexperimentalandappliedactions.

Stefano ParisiPolitecnico di Milano, DepartmentofDesignstefano.parisi@polimi.it

Arianna BiondaPolitecnico di Milano, DepartmentofDesignarianna.bionda@polimi.it

Andrea RattiPolitecnico di Milano, DepartmentofDesignandrea.ratti@polimi.it

Valentina RognoliPolitecnico di Milano, DepartmentofDesignvalentina.rognoli@polimi.it

094 The NautICS Materials Workshop: Teaching and Learning Interactive, Connected and Smart Materials for Yacht Design

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Keywords: design studio pedagogy; learning experience; collaboration; heterarchy; cross-pollination

Shapedbytechnologicaladvancementsandexternalforces,thenarrativesofcontemporaryarchitecturepracticesshiftfromthecelebrationofthemasterarchitecttothecollaborativeteamplayerinexplorativeenterprises.Curiously,ourstudiocultureremainslukewarmtosuchdisruptions.Thestudiopedagogicalframeworkembeddedinourdesignstudiosofhowdesigntutorsteachplaysaquintessentialroleinshapingfuturearchitectureeducationaldiscourses.Itisarguedthatthetraditionalone-on-onedeskcritshavelimitedpotentialforbreedingnewmodesofcross-industrydesignpractices.Todate,therelevanciesofsuchubiquitoushierarchicalmasterandapprenticeteachingpedagogicalstructureremainsunchallenged.Thispaperarguesforacollaborativedesignstudiocharacterisedbycollectiveactionsandmutualsupportasanalternative.Thisresearchexaminestherepercussionsofanexperimentalmodeloffacilitatingarchitecture design studios with a reinforced focus on collaboration (CollaborativeTeamLearning-CTL)comparingagainstthetraditionalone-on-one(OOO)studiopedagogy.CTL’spedagogicalstrategysituatesthedesigntutorasanenabler,engagingstudentsinacross-pollinativeandcollaborativeapproach.Attheendoftheacademicyear,studentswereinvitedtocompleteapaper-basedquestionnairetogaugetheirlearningexperience.PreliminaryanalysisrevealedthatCTLstudentsaccomplishedimprovedacademicperformance,instillmentofself-directedpeer-to-peerlearningandlowerattritioncomparewithOOOstudents.ThisresearchadvocatesthattheseCTLexperiencesplayapivotalroleininculcatingcollaborativemindsetsforemergingmodesofarchitecturalpracticesthatcentreoneffectivecommunications,emotionalintelligenceandnegotiations.

Zhengping Liow SingaporePolytechnicliow_zhengping@sp.edu.sg

062 Crossing the Finish Line Together: Collaborative Team Learning in Design Studios

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Keywords: student experience; experience sampling; design education

Consideringthecontinuousdesignactivitiesthatareperformedthroughoutdesignprojects,designstudentsgothroughseveralstagesofdecisionmaking.Sometimestheyexperienceproblematicsituationsinbetweenconsecutivesupervisorymeetings.Inordertoprovidebetterguidance,itisimportantforsupervisorstounderstandstudents'processinbetweenthesemeetings.Thereareavailabletoolsusedinfieldslikeeducationandhealthcareinordertomonitoranindividual'sdailylifeinrelationtothecontext(e.g.time,place,activity)andpersonalcircumstances(e.g.emotions,feelings,ideas).Thesetoolsaredevelopedbasedonexperiencesamplingmethod(ESM),aresearchmethodfocusedoncollectingself-reporteddatafromparticipantsinordertomeasuretheirdailylifeexperiences,especiallyduringalongperiodoftime.Aimingatassistingdesignstudentstodoregularself-reportingontheirexperiences,thisstudypresentsbackgroundresearchfordesigningexperiencesamplingtoolsthatwouldbeusedbystudentsandsupervisorstokeeptrackofstudents'experiencesthroughoutdesignprojects.Inthissense,thisstudyintendstoassiststudentswithself-reportingactivities,translatethemaindesignrequirementsofexperiencesamplingtoolsintothecontextofdesignprojects,aswellasrevealingguidelinesforthefutureimplicationsofESMtoolsindesigneducation.

NurFındıkÖnalARÇELİKnur.onal@arcelik.com

BaharŞenerMiddle East Technical Universitybsener@metu.edu.tr

063 Using a Self-Reporting Tool to Capture Design Student’s Experience

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Keywords: sustainability; industrial design education; systems thinking; design camp; local and rural

Aseriesofdesignstudioprojectsonsustainabilityanddesignwasinitiatedin2017atİstanbulBilgiUniversity,DepartmentofIndustrialDesign.Theseriesaimstoleadthestudentstothink,discuss,andgetawareoftheirresponsibilitiesontheirdecisions,abouttheenvironment,livingthingsandresourcesindesignprojects.Forthispurpose,adesignstudiocourseencompassingtheprocessesandmethodsofsustainabledesignwasstructured.ThetopicwasthecontextofalocalityinTurkey,outsidethecampusandwithindailylife,sothestudentswoulddirectlyrelatewiththeseresponsibilities.Similarly,thestructureandprojectbriefsofthestudioweredeterminedthroughadirectinteractionwiththelocalsandthelocalknowledgeoftheregion.Aimingthat,andinlinewithcertainmethodologiesofsustainabledesign,threevisitsweremadetothesiteduringthesemester;thefirstbythecoordinatorsbeforethesemesterstarted,thesecondandthethirdwiththestudentsandcoordinators,forresearchandprojectdevelopmentphases.Theresearchphasewasbasedonthecoretopicsrelatedtosustainabilityandtheregion:builtenvironment,culture,food,energy,waste,andwater.Duringtheprojectdevelopmentthestudentsfocusedononeofthesetopicsandbuiltvisionscenariosforfutureonthegroundsofthepastandpresentofthevillage,andproposedsystemandproductdesignstofacilitatereachingtheirvision.Theyshapedtheirdesignideasonthegroundsofthelocalcontextandsharedtheirprojectswithstakeholdersandtheinhabitants.

Simge GöksoyİstanbulBilgiUniversity,DepartmentofIndustrialDesignsimging@gmail.com

AslıKıyakİnginİstanbulBilgiUniversity, DepartmentofIndustrialDesignaslikiyak@celikdizayn.com

043 Studio-Sustain Urla-Barbaros: A Design Studio Course on Sustainability

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Keywords: information visualisation; information design; issue mapping; data publics; teaching tactics

Inthemoderndata society,designersplayakeyroleinthecreationofartefactsthatmediateouraccesstodataandinformation.Theseartefactsincludedatavisualisationsandinterfaces.Withinthiscontext,thereisagrowingriskofdesigneducatorstrainingprofessionalswhoareindifferentto,orunawareof,thepoliticalpowerofthedevicestheycontributetocreating.Inthispaper,wedrawonourexperiencesintheDensityDesigncoursetoidentifyandformaliseadidacticalapproachprovidingstudentswithopportunitiestocriticallyreflectontheirworkwhilegainingthetechnicalskillstheyneedasinformationdesigners.Thepaperdescribesthecourse’shistoricalevolution,itsdidacticalgoalsanditscurrentstructure.Itthenprovidesanoverviewofthedidacticalapproachidentifyingpracticesthatotherdesigninstructorscanreproduce,entirelyorpartially,atthreedifferentlevels:throughthemethodologicalframework,thesituationaltactics,andtheresearchartefactsstudentsproducethroughoutthecourse.Finally,acriticaldiscussionevaluatingthelimitsandrisksoftheproposedapproachisprovidedbasedonourdidacticalexperiences.

Michele MauriDensityDesign Lab, DesignDepartment, Politecnico di Milanomichele.mauri@polimi.it

Gabriele ColomboDensityDesign Lab, DesignDepartment, Politecnico di Milanogabriele1.colombo@polimi.it

Ángeles BrionesDensityDesign Lab, DesignDepartment, Politecnico di Milanomariade.briones@polimi.it

Paolo CiuccarelliDensityDesign Lab, DesignDepartment, Politecnico di Milanopaolo.ciuccarelli@polimi.it

046 Teaching the Critical Role of Designers in the Data Society: The DensityDesign Approach

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Keywords: materials; user experience; product design; interaction; active learning

Inrecentyears,initiativeshavebeenmadetotransitionmaterialsanddesignteachingfromapredominantlylecture-basedandengineering-dominatedsubjecttoonethatismorepracticalandnurturingofexperientialknowledge.Theseinitiativeshavebeensparkedbytheever-growingbodyofresearchintomaterialsexperienceandthecharacterizationofmaterialsasaninfluencerofuserexperiences.Thispapercontributestothedisseminationoftoolsandtechniquesthatcanbringteachingandlearningofmaterialsexperiencealivewithinadesigncurriculum.ItpresentstherationaleanddescriptionofastructuredactivityentitledMaterialLove-Hate,specificallydevelopedasameansforstudentstorapidlydeveloptheirmaterialsexperienceinaclassroomordesignstudioenvironment.Theactivityrequiresstudentstoprobeclassmates’appraisalsoftwoownedproducts:onewithproductmaterialsthattheyloveandonewithproductmaterialsthattheyhate.Quantitativeandqualitativedataaregeneratedandanalysedthroughtheactivity.OncompletionofMaterialLove-Hate,studentsdemonstratetheexpansionoftheirmaterialsexperiencebypreparingacourseworkassignmentthatrelatestheappraisaloftheirtwoproductstosensorial-affectiveandinterpretativecategoriesofmaterialsexperience.Thepaperfocusesonactivitydevelopmentandreflectionofinstructorandstudentdidacticexperiences,notonthematerialappraisaldatasetsthatweregenerated.

Owain PedgleyMiddle East Technical Universitypedgley@metu.edu.tr

087 Rapid Development of Materials Experience through Active Learning

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Keywords: material education; material experience; design education; material literacy

Theworldofmaterialsfordesigniscontinuallychangingandevolving,notonlythankstotechnologicaladvancements,butalsothankstothecontinuousoriginalapplicationsbydesigners,aswellasthereinterpretationandunderstandingbydesignresearchersthatrevealnewideas,suggestionsandunconventionalpaths.Itisessentialandfundamentalfordesigneducatorstounderstandhowtoeducatestudentsandletthembeautonomousandpreparedforthechoiceorcreationofmaterialsandprocessestocompletetheirprojectsnowadays.Thematerialisnotonlytheobjectbutalsothetoolormediaaroundwhichmostofthedesigneducationshapes:transferringtheknowledgeofmaterials’technicalpropertiesorexperientialqualitiestodesignstudentsisessential,andintheprocessonmaterialisingthedesignprojects,studentsalsobeingeducatedbytheirhands-onexperiences.Thispaperprovidesaliteraturereviewtointerpretthenatureofmaterialeducationindesignandlistssignificantaspects.Itisstructuredintofourparts:theroleofmaterialindesigneducation;learningthroughpracticewithmaterials;considerationsonmaterialindesign;andthehighlightedaspectsinmaterialteachingandlearningprocesses.Thispaperlaysthefoundationforfuturematerialeducationresearch.

Ziyu ZhouPolitecnico di Milanoziyu.zhou@polimi.it

Valentina RognoliPolitecnico di Milano valentina.rognoli@polimi.it

078 Material Education in Design: From Literature Review to Rethinking

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Keywords: design education; material design; material culture; embodiment

Inmostuniversitysettingstheroomsarescheduledcentrallyinsuchawaythatevenmovingtablesandchairconfigurationscanproveproblematic.Becausedifferentfacultyusethespacefordifferentpurposes,commoncourtesyandinstitutionalexigencybothdictatethatclassroomsshouldberesettoneutralattheendofeachsession.However,fromtheperspectiveofdesignpedagogythisotherwisebeneficialpracticebecomesproblematic.Fordesignstudentsthereisastrongbenefitinthematerialcultureofthedesignspacebeingintrinsicallymodelledintheclassroom.Wethereforeofferanalternativeargumenttotheconventionaldeploymentofclassroomspace,basedonthreecasestudiesfrominstitutionsintheUSAandCanadawheretheopportunityhasexistedforvariousformsofmaterialpermanenceintheclassroomsetting.Thebenefitstothestudentsofleveragingmaterialityandmaterialpersistenceintheclassroominclude:pedagogicalbenefits;efficiency;opportunitiesformentalreset;andmoreaccuratedisciplinerepresentation.Finally,andperhapsmostimportantly,embodiedclassroomenvironmentssupportstudentsmoreholisticallybyrememberingthatmakershavebothbrainsandbodiesthatneedphysical,psychologicalandemotionalnourishment.

Milena RadzikowskaMount Royal University mradzikowska@mtroyal.ca

Stan RueckerUniversity of Illinois atUrbana-Champaignsruecker@illinois.edu

Jennifer Roberts-Smith UniversityofWaterloojennifer.roberts-smith@uwaterloo.ca

071 Forget to Clean-Up When You’re Done

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Keywords: new learning models; innovative spaces and services; interdisciplinary; flexibility; customization

Therelationshipbetweentheuniversityandthesocietyisacontinuousexchangethatneverstopstoinfluenceitself,bringingbenefitstobothrealities.Nevertheless,itisnecessarytofocusonthechangesthatcanbeappliedinthelearningfieldandnotonlyontheevolutionoftheuniversitysystemitself.Thedesiretorefinetheeducationalapproachisanextremelycurrenttopicinthefieldofeducation.Thisiswhy,tofaceaseriesofsocialchanges,itisfundamentaltoreconsiderthemethodusedtodisseminateknowledgeandtounderstanditsrealneeds.Moreover,anotherelementthathastoberecalibratedisthelackofeffectivetoolsthatareprovidedtostudentstodealwithsuddenchangesinthebusinessworld.Asaresultofthesetransformations,thePolitecnicodiMilanohasdecidedtoundertakeadeeprevisionofitsdidacticspacesinordertobetterunderstandtheneedsofalltheuniversityusersandtoforeshadownewscenariosthatcansupporttheevolvingteachingandpedagogicmethodsinallthedisciplinesinvolved.Thepaperpresentstheresultsofaresearchthataimstodissertonspatialneeds,potentialities,newhabitsanduses,andtoorganisealltherequirementsinguidelinesfornewlearningspacesthatwillbefirstlyappliedtofourclassroomsprototypes,andthenfinalisedandrevisedforalarge-scaledissemination.

Luisa CollinaPolitecnico di Milano, DesignDepartmentluisa.collina@polimi.it

Giulia GerosaPolitecnico di Milano, DesignDepartmentgiulia.gerosa@polimi.it

Andrea ManciaracinaPolitecnico di Milano, DesignDepartmentandrea.manciaracina@polimi.it

Martina MazzarelloPolitecnico di Milano, DesignDepartmentmartina.mazzarello@polimi.it

Francesco VerganiPolitecnico di Milano, DesignDepartmentfrancescovergani.mi@gmail.com

104 University Classroom Prototypes for Innovative Learning

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Keywords: rural revitalization; design education; participatory teaching mode; rural culture

Manycountriesintheworldhaveexperiencedtheprocessofruraldeclineandrevival,andChinaisnoexception.SchoolofDesignofHunanUniversitybegantopayattentiontotheruralissues,especiallyintheremoteandimpoverishedruralareasasearlyas2009,andstartedtheNewChanneldesignandsocialinnovationprojectthataimstofindasuitabledesigneducationmethodtoparticipateintheruralrevitalizationandpromotethesustainabledevelopmentoftheruralareas.Aftertenyearsofpracticeandresearchondesigneducationforruralrevitalization,wehaveaccumulatedalargenumberofcasesandexperiences.Wehavegraduallyformedapracticalprocessofdesigneducationforruralrevitalization,innovatedtheparticipatoryteachingmodeofdesigneducation,andconstructedtheteachingactivityframeworkofdesigneducationforruralrevitalizationthatiscentredonpractice.Inaddition,wehavenotonlytrainedalargenumberofstudentswithsocialresponsibilityandpassionforthecountryside,butalsohelpedthevillagerstoincreaseculturalself-confidenceandimprovelivingstandardsintheprocessofpromotingruralrevitalization.However,therelevanttheoreticalresearchisinitsinfancyatpresent,andmanyproblemsarestilllefttobesolved.Wewillcontinuetoexploreandresearchthroughthepracticeofdesigneducationforruralrevitalization.

Yi-Ping CaoSchool of Design, HunanUniversityannie525@hnu.edu.cn

Tie JiSchool of Design, HunanUniversityimage8hd@gmail.com

Ming-Fang ZhongSchool of Architecture, HunanUniversitymingfang@hnu.edu.cn

058 Design Education for Rural Revitalization

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Keywords: community centric design; participatory design; Cairo; informal areas; NGOs

Informalareastakeup65%ofCairo.MansheyetNasser-oneofthebiggestinformalareasinCairo-alonehostsmorethan2,000,000inhabitants.SeveralNGOfoundersfeelresponsibletocreateamodelthatfixesinformalareas’problems(suchaseducation,employmentandhealth).Especiallysincethe25thofJanuaryrevolution,theyhavebeendoingtheirroleinsustainabledevelopment.CurrentlytheseNGOsareresponsibleforprovidingopportunitiesthatgenerateincomeforinformalareafemaleinhabitants.Thisstudyfocusesonsustainingthisincomethroughcommunitycentricdesign.Moreover,thedesigner’srolewasmoreofmoderatingbetweentheinformalarea,theinhabitantsandtheNGOratherthandesigningonly.Aimingthewomencouldhavesustainableincome,theparticipants’needsandcommunitieswereinvestigatedusingKimbellandJulier’s(2012)Storyworldmethod.Thisresultedinthreewomensewingclothesthataresoldusingawellbrandedonlinestore.Asamplefromthestore’stargetgroupwereinvitedtoparticipateinseveralparticipatorydesignworkshopstocreatethechosenproducts.Thisactionresearchdrawsattentiontotheimpactofcommunitycentricdesignonsocio-economicstatusininformalareas.

Jomana G. AttiaGermanUniversityinCairoJomana.gamal@gmail.com

Alaa El AnssaryGermanUniversityinCairoAlaa.elanssary@guc.edu.eg

090 Towards Community Centric Design in Cairo Informal Areas

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Keywords: social interaction; facial expression; face recognition; underground travel; mood enhancement

Facialexpressionisthemosteffectivewayinwhichhumansdisplaytheiremotions.Suchexpressionsplayasignificantroleinsocialcommunicationinhumansbecausetheytransmitsocialsignalsaboutthementalandinternalemotionalstate.Thispaperaddressesanimportantissueoftheundergroundtravelinİstanbul,thelackofsocialinteractionwhichisalsoareflectionofnegativepsychologicalimpactofmetropolitanlifeonindividuals.Undergroundtravelisadailyroutineofaremarkablenumberofpeopleinİstanbulanditisanisolatingexperienceformost.Moreover,peoplelivinginbigcitiesareexposedtoriskfactorsoriginatingfromthephysicalenvironmentcontributingtoincreasedstress.Thecoreaimistoenhancetheuserexperienceofcommutersforamoreenjoyablejourneybyusingthecontagiouseffectofsmiling,whichisthesimplestgesture,andfacedetectiontechnologyasgamestrategyforpassengerstoenjoy.Acombinationofqualitativeandquantitativeresearchmethodswasusedtogatherinformationabouttheundergroundtravelexperienceofthepassengersanddeterminewhatinterventionsmightencouragesocialinteractionduringtheircommute.

Güler AkdumanKadirHasUniversityguler.akduman@khas.edu.tr

Yumna Mohammed AliKadirHasUniversityyumna.mn@gmail.com

110 Familiar Strangers: Enhancing Underground Travel Experience through Digital Screens

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Keywords: design for the bottom/base of the pyramid (BoP); innovation; new product development; participant-observation; industry-university collaboration.

Povertyisoneofthemostsignificantproblemsfacedbyhumanity.Today,asignificantnumberoftheworld’spopulation,knownasthebottomorbaseofthe(economic)pyramid(BoP),livesonlessthan$1.90dailyincome.Variousstakeholderstakepartinarangeofeffortsaimingtosolvethismulti-facetedandcomplexproblem.Amongtheseefforts,innovativeproductdevelopmenthasgainedaccelerationinthelasttwodecadeswiththecontributionofprivatesectoractors.Yet,thechallengesinpracticeforcetheseactorstoembracetheproblemareacreatively.Atthispoint,universitycollaborationsoffercreativeandinspiringwaysofapproachingtheworld’scomplexproblems,includingBoPinitiatives.Nevertheless,despitetherisingexpectationsfromcollaborativepractices,onlyaminorityofideasareachievable.ThisstudyexaminesfourcollaborationcasestargetingBoPcommunities,whichtookplacebetweenaglobalhouseholdappliancescompanyandtwoacademicinstitutionsinTurkey.Theexaminationisgroundedinparticipantobservationofthecollaborationsandtheresearcher’sfieldnotesinfourdiaries.Thestudyshedslightontotheindustrialpartner’sobjectivesandexpectationsfromthecollaboration.Itpresentsbarriersintherealizationofstudentideasandproposesenablerstoovercomethesebarriers.

HandeIşıkTosunMiddle East Technical Universityhandeisik@gmail.com

121 Learning through Industry-University Collaboration: Observation of Product Innovation Cases Targeting Low-Income Communities

Keywords: wearables; jewellery design; multidisciplinary teaching; intrinsic and extrinsic motivation; prototyping

Wearablesisanovelareaineducation,productsandproduction.Thiscross-domainfieldisinterestingfromateachingpointofview.Studentsmustlearnandsucceedindifferentareassuchasjewellerydesign,programmingandprototyping.InthispaperwepresentourplanningandteachingofWearablesclassessince2014.Thepaperrevealssomefailureswhichwehavelearnedfrom.However,thefocusofthepaperisonthesuccessofwearablesteaching.Werevealourrecipetoteachthisveryversatile,novelandchallengingsubject.Thesparkwegetfromteachingwearablesderivesfromitsmultidisciplinaryqualities.Wearablesdoesnotnecessarilyfitanyestablisheddomain,yetithastouchpointsinmany.WehaveamixofstudentsfromJewelleryDesignandComputerScienceinourclasses.However,inthisintersectionliemanyvitaldomainsasjewellery,fashion,crafts,design,programmingandelectronics.StudentswithknowledgefromthesedifferentdomainsworkedinteamsinourWearablesclasses.Inadditiontohavinglearnedabouttheirowndomains,thestudentslearnedaboutuserinvolvementinthedesignprocess,prototypingandpitchingtheconcept.

Petra Ahde-DealCopenhagenSchool of Design and Technologypeth@kea.dk

Mette Laier HenriksenCopenhagenSchool of Design and Technologymlh@kea.dk

020 Teaching Wearables

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Keywords: learning by prototyping; furniture design; product design; design method; making

ThispaperdescribesateachingapproachusedatbothPolitecnicodiMilano,DepartmentofDesignandtheUniversityofCincinnati,CollegeofDesign,Architecture,Art,andPlanning.Inthisteachingapproach,studentslearnaboutfurnitureandproductdesignbyprototypingafull-sizeworkingprototype,intandemandwiththeintegrationofotherdesignmethods,inorder to better see and learn - underscoring the Gestalt idea: The whole isgreaterthanthesumofitsparts.Differentkindsofprototypesareusedthroughoutthedesignprocesstoverify,astouchstones,everystepoftheproduct’sdevelopment,providingfeedbackandsuggestionsaccordingtoshape,functionandusability.Thepaperintendstounderlinetheimportanceoftheprototypeintheprocessofcreatingartifactsasapracticalfeasibilityoftheconcept,alongwithapaletteofdesigners’toolsincludingsketching,drawing,3Dmodellingand3Dprinting.

Mauro CeconelloPolitecnico di Milano, DepartmentofDesignmauro.ceconello@polimi.it

James PostellUniversity of Cincinnatiposteljc@ucmail.uc.edu

Martina SciannamèPolitecnico di Milano, DepartmentofDesignmartina.scianname@mail.polimi.it

066 A Gestalt Approach to Teaching and Learning by Prototyping

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Keywords: ageing; observation; prototyping; medication administration; user-centred design

Ageinghasbecomeanimportantsocialissueandtheconceptof age-friendly city is increasingly advocated around the world, as we attempttodesigninformationandsocialservicesthatareaccessibleandcomprehensiblefortheelderly.Onthecontrarytothistrend,thereisadesign-relatedprobleminHongKong’smedicineservicesthathavelongledtopoorperformanceinmedicationadministrationfortheelderly.Inresponsetothisissue,ourdesignstudentswererequiredtodevelopaseriesofprototypesfromtheusers’perspectivesthatcentredaroundredesigningmedicinelabelsandenhancingpositiveexperienceinmedicationadministrationfortheelderly.However,itbecomeschallengingfordesignstudentswhohaveadevelopeddesigner-centricmind-setbutlittleexperienceindesigningforolderpeople.Inthisproject,studentsneedtobetaughttoreachbeyondanemphasisonbeautifyingdesignandtobringend-userstothecentreofthedesigndevelopmentprocess.Withnopriorexperienceinuser-centreddesignortraininginobservationskills,studentswerefirstmotivatedtoraisetheirlevelofcuriosityandsensitivitytowardsobjectsandpeoplearound,throughthesimple,easyandintriguingobservationalexerciseofdocumentingthelifespanofbeans.Throughoutthe13-weekcourseperiod,theyconductedusertestswiththeelderlyusersandhavelearnedhowtopaycloseattentiontotheirsubtlegesturesandexpressions.Studentsfinallyverifiedtheoptimalmedicinelabeldesignsanddevelopedfinalprototypeswithcompellingsolutionstowardsmedicationadministrationforseniorcitizens.

Brian Sze Hang KwokTheHongKongPolytechnicUniversitysdbriank@polyu.edu.hk

076 From Observing Beans to Serving the Elderly: Prototyping Medication Administration for the Elderly in Hong Kong

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Keywords: prototypes; prototyping; filtering dimensions; number sense; spatial sense

Whilemanydesignstudieshaveusedprototypesastest-instrumentstovalidatethesuccessorfailureofdesignoutcomes,onlyafewhavetouchedupontheroleofprototypesaslearningagentsforadesignerduringthedesignprocess.Prototypes,accordingtotheselatterstudies,areconsideredmorethanmereevaluationtools;theyarethemeansbywhichdesignersorganicallyandevolutionarilylearn,discover,generate,refineandcommunicatetheirdesignideas.Thisstudyattemptstoenumeratesuchrolesoftheprototypesduringaniterativeprototypingprocessfollowedforthedesignofspatial-basedNumberSensetoolsforchildren.Thedesignerhasemployedtheprocessofprototypingitselfasavehicleforinquiryduringthedesignofthesetools.Thestudyrevealedthatthefeaturesofaprototypethatadesignerdecidestoretainorfilterduringeachiterationcycle,enablehim/hertotraversethedesignspaceandactasadecidingfactorforthesuccessoftheprototype.Thestudyalsoillustratedthepivotalroleofboththeusersandtheprototypesinshapingthedesigner’sthinkingprocess.Basedonthis,someoftheknownmodelsofprototypesarealsorevisitedtobemadeuserinclusive.

Ekta SurenderIndian Institute of Technology, Kanpursekta@iitk.ac.in

Koumudi PatilIndian Institute of Technology, Kanpurkppatil@iitk.ac.in

088 Progressive Prototyping for the Design of Spatial-Number Sense Tools

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Keywords: provocative prototypes; persona; design fiction

Inatypicaldesignprocess,theusergroupisoneofthemostimportantpillarsfordesigndecisions.Thecharacteristicsoftheintendedusergroupisusuallyidentifiedwiththehelpofpersonas.Personashelpdesignerstocreateempathywiththeirusergroupandunderstandtheirneedsandpreferencesbetter.Inotherwords,designersusepersonasasaprototypetoprovideconstructivedesigncritiquestotheirdesigns.However,personacreationforthedesignofproductswithnoveltechnologiesischallengingasthereisnorealuserofthesetechnologiestobasethepersonaon.Thisproblemleadsustoaworkshopinwhichwequestionaprovocativedesignsolutionwherepersonasfromfictionalusersarecreatedandtestedbythedesigners.Twogroups,eachhavingthreeparticipants,prototypedpersonasbyrealworldscenariomappingandtestedthembyprovokingconceptuallywithbinaryquestions.

Nagihan TunaMiddle East Technical Universitynagihantuna@gmail.com

EmreÇağlarMiddle East Technical Universitycaglaremre@gmail.com

115 An Exploratory Study for Provocative Prototypes: Creating Personas

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Keywords: UX research; design-driven research; beyond HCD approach; user involvement; UX in education

UXresearchisastillunder-definedtopic,inwhichadefinitesenseforbothresearchersandpractitionersistobefound.Inthiscontext,weproposeaUXapproachtobeintroducedasanintegrativeeducationalmethod,usefultotranslateuserstudiesresultsintoindicationsforthefutureexperiencethatuserswillhaveinrelationtothedesignedproduct,serviceorinstallation.Ourapproachisbasedonanearlyanddirectinvolvementoftheuser,thescopeofwhichisaboutlettingthedesignergetinspirationthroughouttheideationprocess.Itisimaginedtostandin-betweentheexplorationalandgenerativephasesofthedesignprocess,puttingitselfinaninterstitialspacebetweenquantitativeorqualitativeresearch,ethnographyandco-design,detachedanalysisandproactivecooperation.Inthisway,wearetryingtogobeyondtheconceptsofhuman-centreddesign,towardsadesign-drivenresearchthatmakesUXmethodsandtoolsmeaningfulforthedesigner.Theapproachisdescribedthroughahands-onexperienceofastudent’sthesisworkandispurposedtosetthebeginningofaconversationforfuturedevelopments.

Martina SciannamèPolitecnico di Milano, DepartmentofDesignmartina.scianname@mail.polimi.it

Davide SpallazzoPolitecnico di Milano, DepartmentofDesigndavide.spallazzo@polimi.it

Mauro CeconelloPolitecnico di Milano, DepartmentofDesignmauro.ceconello@polimi.it

010 An In-between Ludic Approach for UX Research: A Case Study

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Keywords: users experience; smart products; digital technologies; interaction design

Everydayproductsarebecomingincreasinglycomplex,atatimewhenthepopulationisprogressivelyageing.Thesetrendshighlighttheimportanceofteachingfuturedesignerstocreateinclusiveandmeaningfulexperiencesforageingusersinteractingwithdigitaltechnologiesandsmartproducts.Thispaperpresentsapedagogicalapproachtoevaluateandanalysetheaffectiveinteractionwithsmartproducts.Throughthedevelopmentofactiveproblem-solvingscenarios,studentslearntounderstandthemultidimensionalaspectsofemotionsandcultivatetheskillsanddispositionsneededtoempathisewithusers.Thetrainingrequiresstudentstocaptureusers’emotionsthroughmixedmethodsandvisuallyanalysethedatainwaysthatareadaptedfromtheinitialstagesofaPhDresearchprojectandgroundedintheliterature.Visualisationsseektoenhancestudents’knowledgeofhowthesemethodscanprovidecomplementaryinformationandhowtoanalyseandinterpretthecollecteddata.Theproposedmodelseekstoinformdesigneducationoneffectivewaystodesignwithnewtechnologiesformoremeaningfulandpositiveemotionalexperiences.

Parisa MoradiAuckland University of Technology parisa.moradi@aut.ac.nz

Amabel HuntingAuckland University of Technology amabel.hunting@aut.ac.nz

Ricardo SosaAuckland University of Technology ricardo.sosa@aut.ac.nz

013 A UX Pedagogy on Multimodal Aspects of Emotions

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Keywords: assessment; evaluation; grading; design assignments; user experience assignment

Thereisanincreasinginterestinteachinguserexperiencedesigninmanyoftheindustrialdesignbachelor’sprograms.Thesubjectivityofthetopicrequiresnewapproachesaswellasreliableandvalidassessmenttools.Ithasalwaysbeenachallengefortheteacherstoassesscreativeworkinhighereducation.Inrelation,theassessmentofhowproductscreateuserexperienceinstudentworksrequiresextraattention.Inthispaper,wediscussthedifficultyofproperlyassessingdesignandexplainthedevelopmentandapplicationofrubricsthatweaimedtofacilitatetheassessmentofdesignforuserexperienceassignmentsofa3rd year bachelors’courseoftheUniversityofTwente.Wepresentevidenceofthereliabilityandvalidityoftheassessmentthroughtherubrics.Usabilityoftherubricsforassessmentpurposeshasalsobeenaddressed.

ArmağanKarahanoğluUniversity of Twentea.karahanoglu@utwente.nl

Charlotte Oude AlinkUniversity of Twentec.oudealink@utwente.nl

YektaBakırlıoğluUniversityofLimerickyekta.bakirlioglu@ul.ie

015 Quantifying Design for User Experience Assignments: Using Rubrics as Assessment Tools

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Keywords: product design; design for interaction; user experience; course development; framework

Userinteractionandexperientialaspectsofelectricalandelectronicproductdesignarecomplexareasfordesignstudentstograsp,requiringintegrationofindustrialdesign(ID)andinteractiondesign(IxD)knowledgeandskills.ThispaperreportsonaspecificeducationalchallengethataroseduringtheplanningofanewMasterofScienceprogramme:howshouldahighly-compact(14-week,8ECTS)introductorygraduatecoursein‘designforinteraction’(D4I)beeffectivelyframedanddelivered?ThepaperreviewstheboundariesofIDandIxDforcluesabouttheimplicationsofeachprofessiononD4Ieducation,revealingthecentralityofuserexperience(UX)forenvisagingsuccessfulinteractiveproductsandsystems.ThereportednewD4Icourseisconceivedwithastructuredividedequallybetweenpart1(theory/foundations)andpart2(practice/designprojects).Anovelorientationframeworkcomprisingfiveinterconnectedelementsisintroducedtoassistdeliveryofpart1,comprising:(i)userexperiences,(ii)domainsofinteraction,(iii)usagecues,(iv)technologies,and(v)contextsofuse.ThecontentofeachelementisarticulatedanditscontributiontoD4Ieducationexplained.Studentlearningculminatesinthecarryingoutofaninteraction-focusedconceptualdesignproject.ThepaperisarguedasavaluablesourceforinstructorswhoareconsideringestablishinganintroductoryD4Icourseorrevisinganexistingcourse.

BaharŞenerMiddle East Technical Universitybsener@metu.edu.tr

Owain PedgleyMiddle East Technical Universitypedgley@metu.edu.tr

059 Accelerating Students’ Capability in Design for Interaction

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Keywords: user experience; design education; industrial design; user research; UX modelling

Thispaperpresentsuserexperience(UX)modellingasaneducational goal, outlining and grounding on the growing need for trained UXprofessionalsandopportunitiesforexpandingdesignexpertiseinthisdirection;andemphasisestheimportanceofdevelopingasustainedteachingagendatoaddresstherequirementsofthecontemporaryprofessionalpractice.AfteranoverviewofuseandtypesofmodelsinUX,weofferUXmodellingasateachingtooltoequipdesignstudentswiththetheoreticalandappliedknowledgeandskillsrelevantinuserexperienceresearch(UXR)anddesignprocess.Fromthispointofview,wedemonstratehowweutilisedUXmodellingingraduatelevelindustrialdesigneducationandillustrateexamplesfromstudentworks.Wediscussapplicationsofthisapproachbyofferingtheuseofmodellingasatoolforanalysingandcommunicatinguserexperiences,aswellasanapparatustoshapetheprocessoftransferringuserinsightsintodesignimplications.

GülşenTöreYargınMiddle East Technical University, DepartmentofIndustrialDesignMETU/BILTIR-UTEST Product Usability Unittore@metu.edu.tr

AslıGünayMiddle East Technical University, DepartmentofIndustrialDesignMETU/BILTIR-UTEST Product Usability Unitagunay@metu.edu.tr

Sedef Süner-Pla-CerdàTED University, DepartmentofIndustrialDesignsedef.suner@tedu.edu.tr

129 UX Modelling in Design Education: Methods, Processes and Examples

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Keywords: biomimicry; interdisciplinary collaboration; sustainable design; human-centred design; innovation

Designisintegratedintoeverydisciplinepracticedtodayandisemployedinaplethoraofinterdisciplinarytechniqueswhichconnectdesigntoeveryaspectofmodernlife.Thispaperprovidescasestudieswherenatureisusedasaframeworktoteachdesignatthetimewhenthecomplexityoftheworldchallengesthewaysdesignwastraditionallytaught.Lookingattheuniversityasasystem,theauthoridentifiestheopportunitieswheredesigneducationcouldinteractwithalargercommunityandprovidetoolstomeetsomechallengesofthecomplexworld.Thisincludes:teachingdesignintheclassroom,teachingdesignoutsidetheclassroombyintegratingitwithotherdisciplines,andteachingdesignacrossthecurriculum.Usingnatureasamodelforlearning,integrateddesigncanbeusedasamethodofinvestigationoraninquirythatseekstocreatenewideasinanyfield.Aftertestingdifferentscenarios,theauthorexamineswhatdesigneducatorscanlearnbylookingatthewaysstudentsfirstunderstandtheories,practicedesignskillsandlaterreflectontheirexperiences.Outlinedbelowareseveralexperimentalcoursesandprojectsattemptingtousenatureasaframeworktoteachandintegratedesignateverylevelofundergraduatecoursework.

Inna AlesinaStevenson Universityialesina@stevesnon.edu

004 Nature as a Framework for Teaching Design

Keywords: visual thinking; protocol analysis; product design

Designthinkingistheprocessbywhichadesignerclarifiesadesignproblem,proposesasolutionorobservation,andmakesadesigndecision.Theprocessofdesignthinkingcanalsobeconsideredastheprocessofsketching.Thesketchhelpsthedesignertoreflectonthedesigntogettheoptimalsolutiontothedesignproblem.Theprocessofsketchingrequiresvisualinvolvement.Visualthinkingisawayofthinkingthroughvisualperceptionthathelpsdesignersfilterwhattheysee.Nowadays,productdesignstudentspresenttheirdesignresultsandsketchqualityatthetimeofindependentcreationfarbelowtheirlevelatfacsimile.Therefore,thisstudyexploresthevisualthinkingstrategiesusedinthecreativeprocessesofexpertsandstudentsbytheaudio-visualretrospectiveprotocolanalysismethod,tryingtoclarifythedifferencesinvisualthinkingprocessesbetweenproductdesignstudentsandexpertsduringsketchcreation.Designeducatorsimprovetheirdesigncoursesandimprovethequalityofsketchesforproductdesignstudents.Theresearchresultsshowthattheexpert'svisualthinkingstrategyistrendtovisualimagery,whilethenovicevisualthinkingstrategyisintuitiveperceptionofvisual.Theresearchresultsclarifytheshortcomingsofvisualthinkinginthesketchingprocessofstudents,whichprovidesascientificreferenceforthedesignthinkingeducationthatcanbeusedforteacherstoimprovetheteachingstructureofthecurriculum.

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Chun-Heng HoNationalChengKungUniversity of Taiwanhoch@gs.ncku.edu.tw

Hang-Qing ZhangNationalChengKungUniversityofTaiwanzhqivy92@gmail.com

072 A Study on the Visual Thinking in the Sketching of Product Design

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Keywords: pretense; creative problem solving; design learning; affordance

Inthispaperacreativeproblem-solvingapproachtodesignlearningisproposed,basedontheintegrationofchildhoodpretenseandcreativeproblem-solvingprocessesbothfromdesigncreativityresearchandcognitivepsychology.Evaluationofhumancreativityhasstronglyassociatedwithchildren’spretenseasflexibleanddivergentthinkingabilities.Childhoodpretenseintheformofpretendplayisusedforenhancingcreativeabilitiesinchildren.Likewise,enhancingcreativeproblem-solvingprocessindesignisassociatedwithimprovingflexibleanddivergentthinkingskills.Thus,abroadreviewhasbeendonetoidentifythefeaturesandsimilaritiesofchildhoodpretenseintheframeworkofaffordanceandadultdesigningactivitythatledustoanewapproachindesignlearningtodevelopdesigners’creativethinkingcapacity.

Derya GürcanİstanbulTechnicalUniversityderyagurcans@gmail.com

Deniz Leblebici BasarİstanbulTechnicalUniversitydenizleblebici@itu.edu.tr

086 A New Approach in Design Learning: Childhood Pretense

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Keywords: furniture design; synectics method; pictures of souls

This study suggests that students of interior architecture can be led todesignfurniturethroughtwodifferenttechniques.Thefirsttechniqueisappliedbyguidingthemonthebasisofadirectanalogyandthesecondone,bymakingthestudentsproducefairlyoriginaldesignsthroughmotivatingthemtomovetheirideasbeyondtheirfamiliarthinking.Thestudyrevealsthatitisratherhardtobreaktheconditionedthoughtsof34studentsdividedintwogroups.First,thestudentswereprovidedwiththeinformationondefinition,historyandtypesoffurnitureclassifiedaccordingtotheperiods.Next,inthefirststage,studentswereledtodesigncontemporaryseatingobjectsbyamethodofdirectinspirationfromanexistingpieceoffurnitureconstructedintheprehistoricperiod.Inthesecondstage,synecticsmethodwasapplied.DerivedfromtheGreekwordsynecticos,synecticsmeansthebringingtogetherofdiverseelements.Itisacreativeproblem-solvingtechnique.Uponaquickdecision,thelecturerleadingthesessionaddedanewstagetothemethodologyandtoldthestudentstodrawthepicturesoftheirsoulsastheycannotreachasatisfyingresultwiththepreviousformofthemethodologyapplied.Theauthenticresultofthisstudywasobtainedbythedesignsdevelopedfromthepicturesofsoulsaddedtothesynecticsmethod.Thestudents’interestsaretriggeredbyasuddendecisionofthelecturersothattheycanreflecttheirsouls,whichconstitutestheessenceoftheirentityandtheirideas,onthedesignstheyproduce.

SeçilŞatırFatihSultanMehmet VakıfUniversityssatir@fsm.edu.tr

126 Making the Students of Interior Architecture Design Seating Furniture

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Keywords: motivation; design education; perception; self-determination; praise

Academicsuccessisadifficulttaskthatofteninvolvesstrugglesandmistakes,requiringeffortandengagementonthepartofstudents.Astheliteratureisvastandcomplex,thisworkfocusesonmotivationwiththeintentionofinformingteachingpractice.Designpedagogyisalsoaffectedbytheseaspects,whichcaninfluencestudentsuccess,masteryandautonomy.Althoughthethemedeservesattention,therearenotmanyresearchreportsontheimpactofthesefactorsindesignteachingandlearning.Thisworkisaqualitativestudybasedonsubjectiveevaluationofspecificaspectsofmotivationscienceregardinglearning.Theresearchdesignwasdevelopedwiththeintentionofunderstandingtheimpactofnon-cognitivefactorsindesigneducation,bycomparedperspectives.Twenty-oneprofessorsofdiversedesign(studio)coursesand49designstudents,alsoofdifferentinstitutions,answeredasurveycontainingtwelvequestionsunderthreethemes:thedevelopmentofself-determinationbasiccharacteristics;theutilizationofgrades,rewardsandpraise;andsevenstatementsregardingrewardsandpraisetoensuremotivation,presentedtocollectsubjectiveperceptions.Theresultsshowthatstudentshaveamuchmorepositiveperceptionofself-developedskillsregardingself-determinationelementscomparedtotheircolleagues.Afindingisrelatedtothedifferentperceptionofthesubjectsabouttheutilizationofpraise.Thediscrepancycanbeasymptomofinstructionalproblems,lackofinformationbyeducationalprofessionalsorevenindicatesapoorcommunicationchannelintheclassroom.Anotherfindingreferstothetwogroups’oppositeviewsregardingthreestatementsontheusageofrewardsandpraiseformotivation.Apparently,professorsutilizegradesvastly,whichisaclearoppositiontothebestpracticessignalizedbyscientistsinthefield.Students,also,donotseemtounderstandthatthepraiseusedissincereanddeserved,whichcouldbeanindicationoflackoftrust.Finally,althoughprofessorsseemtoagreethattheemphasisofpraiseandrewardsareassociatedtoprocessandeffort,studentstendtofeelthatskillisthekeypoint.

Ivan Mota SantosJuizdeForaFederalUniversityivan.santos@design.ufjf.br

Sebastiana L. De Bragança LanaMinas Gerais State Universitysebastiana.lana@gmail.com

045 Motivation Intended to Inform Design Teaching Practice

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Keywords: design learning; design cognition; reasoning; representation; imagery

Thisstudyexplorestherelationshipbetweeninteractiveimageryandsharedmentalmodelsinadesignlearningenvironment.Thestudyfocusesondesign,designlearning,andthecognitivecomponentsofdesign.Inthisresearch,conceptualprojectdevelopmentprocessesofthirdyeararchitecture students, in a design studio where four instructors gave desk critiquesonarotationalbasis,areexamined.Withinthescopeofthestudy,interviewswereconductedwithfourstudentsandfourstudioinstructors.Theprocesswasanalysedandinterpretedbasedonthecollecteddataandinterviews.Itisarguedthatinteractiveimageryandsharedmentalmodels,whichareshapedinthestudio'sdeskcritiques,juriesandpanelreviews,affectstudents'conceptualprojectdevelopment.Itispossibletoconcludethatifthereismorethanonestudioinstructorgivingdeskcritiquesonarotationalbasis,studentsmayhavebothadvantagesanddisadvantages.

GizemYazıcıIzmirInstituteofTechnologygizemyyazici@gmail.com

FehmiDoğanIzmirInstituteofTechnologyfehmidogan@iyte.edu.tr

061 Interactive Imagery and Shared Mental Models in Design Learning

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Keywords: self-report; self-assessment; industrial design education; design evaluation

Industrialdesigneducationisaboutprocessratherthanproduct.Designeducationrequiresstudentstofollowparticularpathstolearndesignpracticeduringtheirjourneytoproposingdesignsolutions.Adesignstudiocourseischaracterizedbyhandsonlearning,learningbydoing,collaboration,trialanderror,peerlearningandconstructivecriticism.Generally,evaluationofstudentperformanceisassociatedwiththeevaluationofthefinaldesignsolution.However,theprocessthatgeneratedthefinaldesignsolutionisasimportantandusefulasthefinaldesignsolution.Withprojectprocesscards(PPC)weaimedtocollectstudents’self-reflectionduringthedesignprocess.Thegapbetweenstudents’self-evaluationoftheirperformanceandinstructors’expectationsfromthestudentscreatesconfusioninbothparties.Projectprocesscardsareweeklyself-reportsthatareborrowedfromuserexperienceresearchstudies.Adigitalreporttemplatewithtwomainsections,activitiesandreflection,isprovidedbytheteachingstaff.DuringthestudyweutilizedPPCin3rdand 4th year industrial design studio courses with a total of 101 students andthestudentsprepared563cards.Wereceivedpositivefeedbackandacceptanceonstudents’side,astheyusedthetoolforself-reflection.Ontheinstructors’side,PPCservedasadocumentationandcommunicationmediumtoincreasethequalityofcommunicationbetweenthestudentsandtheinstructors.

Mert TosunTOBBUniversity ofEconomicsandTechnologymtosun@etu.edu.tr

AydınÖztoprakTOBBUniversity ofEconomicsandTechnologyaoztoprak@etu.edu.tr

Ali Emre BerkmanTOBBUniversity ofEconomicsandTechnologyaeberkman@etu.edu.tr

125 Project Process Cards: A Self-Evaluation Tool for Design Studio

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Keywords: metacognition; self-regulation; design education; design learning; educational research.

Thispaperpresentsaliteraturereviewconductedtoestablishthecurrentstateofthediscussiononthetopicofmetacognitionindesigneducationbasedonareviewofempiricalstudiesthatpresenttheresultsofeducationalinterventionsthatintroducedaspectsofmetacognitiontodesignstudents.InspiredbyEdwinHutchins’seminalbook“CognitionintheWild,”thispaperintendstostartadiscoverytriptostudymetacognitiveprocessesinreal-worldeducationalsettingsaspartofalong-termresearchplantoinvestigatetheintersectionofmetacognitionanddesign.Thepaperpresentsthetheoreticalframeworkthatcontextualizesthisreviewinwhichtheconceptofmetacognitionisdiscussedandiscontextualizedindesigneducation.Likewise,thepaperpresentsthemethodologythatwasfollowedtocompletethisreview,whichconsistedoffourphases:searchofrelevantliterature;samplingandselectionofrelevantarticles;analysisandsummaryofeachsource;andsynthesisofthebodyofresearch.Basedonthereviewedarticles,itwasfoundthatindesigneducationmetacognitionisaddressedasaninstructionaloutcome,asamechanismtopromoteotherlearningoutcomes,andasaresultofeducationalinterventions.Likewise,itwasfoundthatthereviewedstudiesreport,ingeneral,positiveresultsintermsoflearningoutcomesafterconductingmetacognitiveinterventionsindesigneducationalsettings.Finally,thisreviewidentifiesthefieldofmetacognitionindesigneducationasaresearchopportunityforfurtherresearchgiventhepositiveresultsthatwerefound,andthelimitedbodyofresearchthathasexploredthistopic.

Juanita Gonzalez TobonPontificiaUniversidadJaverianagonzalez-juanita@javeriana.edu.co

F. Andres Tellez BohorquezUniversidad Jorge Tadeo Lozanofabio.tellez@utadeo.edu.co

Oscar Eugenio Tamayo AlzateUniversidad de Caldasoscar.tamayo@ucaldas.edu.co

128 Metacognition in the Wild: Metacognitive Studies in Design Education

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Keywords: distributed design teams; design education; digital skills; collaboration

Asaninevitableoutcomeoftheincreasingglobalizationofdesignandmanufacturingofnewproducts,distributeddesignteamsbringnewopportunitiesandchallengesforcreativeengagements.Inrecentstudies,thereisagrowinginterestinthewaysdesignteamscollaborateandcommunicate.Thispaperbuildsonthisstrandofworkbyexploringavirtualdesign studio course conducted across three higher education institutions, MiddleEastTechnicalUniversity(METU)fromTurkey,LoughboroughUniversityfromtheUK,andUniversityofAppliedArtsViennafromAustria,in2017-18fallsemester.Inthiscourse,studentsworkinteamsintheirhomeuniversity,pairedwithanotherteamfromoneoftheotherinstitutions.Eachteamwritesadesignbriefandcommissionsittothecoupledteam,whoisthenexpectedtodeliverthedesignsolutions.Intheprocess,eachteamsimultaneouslyworksasclientsanddesigners,interactingthroughonlineconferencetoolsande-mails,givesandreceivesfeedback,anddocumentsalltheprocessonanonlinedesignprocessdiary.Drawingonthreesetsofdataderivedfrom(1)systematicparticipantobservationineverysession,(2)reflectiveessaysstudentssubmitattheendofthecourse,and(3)interviewsconductedwithstudentsoncethecoursehasfinished,thispaperinvestigateshowandinwhatwayspursuingaprocess-focuseddesignstudioprovidesindustrialstudentswithadifferentlearningexperiencecomparedtotheirpreviousexperiencesintraditionallyend-product-focuseddesignstudiocourses.

PınarKayganMiddle East Technical Universitypkaygan@metu.edu.tr

İremDilekMiddle East Technical Universityiremd@metu.edu.tr

Harun KayganMiddle East Technical Universityhkaygan@metu.edu.tr

018 Industrial Design Students’ Reflections on Cross-Institutional and Distance Collaboration

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Keywords: design education; multicultural collaboration; research; social innovation; crafts

ThispaperreflectsontheSTICHresearchproject,aninternationalresearchcooperationbetweenSwitzerlandandIndiathatinvestigatedthetopicofrequirementsoffuturedesigneducationbyjointlyexploringissuesintheareaofcraft,designandsocialinnovation.Theculturaldifferencesbetweenthesetwocountriesallowedforaninquiryintothetransformationofcraft,designinnewcontextsofsocialinnovation–andtodiscoversimilaritiesinthere-interpretationandsignificanceofcraftanddesigninthecontextofentirelydifferentsocialchallenges.Thepaperbuildsonexistingtheoriesofdesigneducation,craftsanddesigntoproposefutureapproachestodesigneducationthatinvolvemulti-culturalresearchcollaborations.Thefindingssuggesthowdesigneducationcanreachnewtargetgroups bywayofexploringneweducationalformatsandcontentsthatfocusonthereinterpretationoftraditionaldesignskillinglobalisedcontexts.Thisresearchfillsasignificantgapintheliteraturebothindesignandincraftsandprovidesopportunitiestoconductfurthercomparativestudies.

Bettina MinderLucerne University of AppliedSciencesandArts,CompetenceCentreDesignandManagementbettina.minder@hslu.ch

Shilpa DasNationalInstituteofDesignshilpadas@nid.edu

Praveen NaharNationalInstituteofDesignpnahar@nid.edu

Karina KaindlLucerneUniversityofAppliedSciencesandArts,HigherEducationDevelopmentkarina.kaindl.@hslu.ch

Sabine JungingerLucerneUniversityofAppliedSciencesandArts,CompetenceCentreDesignandManagementsabine.junginger@hslu.ch

031 How Inquiries into Craft Generate New Avenues for Multicultural Collaborations in Design

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Keywords: evolutionary computation; genetic algorithms; design learning; design thinking

Evolutionarycomputationhasmadeitswayintodesigncurriculainthelasttwodecades.However,questionsremainonhowevolutionarycomputationcanbemademoreaccessibletodesignstudentsanditspotentialtotransformdesignthinkingandlearningbeyondoptimisation. Thispaperexamineshowtheformulationandimplementationofevolutionarysystemscancontributetostudents’learningofhistoricalandtheoreticalaspectsofdesign.Thepaperreviewsevolutionarycomputationindesignandpresentsgeneticalgorithms(GAs)asadesigntool.OpportunitiesareidentifiedonhowtoteachdesignstudentstocreateandimplementbasicGAs.Strategiesthatcanhelpdesigneducatorstoidentifyandbuildontheseopportunitiesarediscussed.DesignactivitiesaimedatapplyingGAstorehashthelearningofhistoricalandtheoreticalaspectsofdesignaredescribed.

Miguel MontielAuckland University of Technology,NewZealandwmr5232@autuni.ac.nz

Ricardo SosaAucklandUniversityofTechnology,NewZealandandMonashUniversity,Australiaricardo.sosa@monash.edu

012 Rehashing Design through Evolutionary Computation

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Keywords: computational design education; tools; interdisciplinarity; smartgeometry

Computationaldesignhasbroughtinnovelconceptstoarchitectureanddesigndisciplines.Computationaldesignthinkinghasevolvedduetothepotentialsofcontemporarytoolsandmethods.Experientiallearningenvironmentssuchascomputationaldesignworkshopsofferstrategiesforabetterunderstandingofthecontemporaryneedsofthecomputationaldesigneducation.Smartgeometry(SG)isacomputationaldesignorganizationthatoperatesthroughworkshopsofinterdisciplinaryteams.SGusesandteachesthestate-of-the-artcomputationaldesigntoolsandmethods.Insteadofteachingthenovelcomputationaldesigntoolsinaninstructivemanner,SGworkshopsfocusonusingthepotentialsofthesetoolsthroughpersonaldiscoveryandexperimentation.Besidesenablingresponsivedesignoutputs,toolsforsensing,computingandmaterializingleadtovariouslearningstrategiessuchaslearning-by-doing,interdisciplinarycollaborationandcommunitybuildingbydemocratization.Thisstudyaimstounraveltheimpactsofthenovelcomputationaldesigntoolsandstrategiesoncomputationaldesigneducationthroughanin-depthqualitativeanalysisoftheSGworkshops.

ÖyküAcıcanMiddle East Technical Universityoyku.acican@metu.edu.tr

İpekGürselDinoMiddle East Technical Universityipekg@metu.edu.tr

048 Computational Design Tools and Education: The Smartgeometry Case

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http://drslxd19.id.metu.edu.tr