How do models ‘work’ in design & research? A model of...

Why modeling is crucial to designing & design research 1

How do models ‘work’ in design & research?A model of modeling.

2Why modeling is crucial to designing & design research

Designers bridge the gap between

what ‘is’ & what ‘could be’


or ‘should be’

Abstract

Researching Prototyping

Existing – Implicit(Current)

Preferred – Explicit(Future)

dist

illed

to

manifest as

suggest

Concrete

Interpret

Describe

What “is”

Model of what

“could be”

Model ofwhat “is”

What “could be”

Analysis-Synthesis Bridge ModelDubberly, Evenson & Robinson (2008)


Analysis-Synthesis Bridge ModelDubberly, Evenson & Robinson(2008)

Models are the tools designers use to bridge between what is and what should be.

SECI model of knowledge creationIkujiro Nonaka(1995)

Taci

t

TacitTacit

Explicit

Explicit

Individual

Group

Organization

Community of organizations

Knowledge conversion spiral

1

1

3

2

2

1.2.3.4.

SocializationEmpathizing

Sharing and creating tacit knowledge through direct experienceWalking around inside the companyWalking around outside the companyAccumulating tacit knowledgeTransferring tacit knowledge

10.

11.

InternalizationEmbodying

Learning and acquiring new tacit knowledge in practiceEmbodying explicit knowledgethrough action and practiceUsing simulation and experiments

7.

8.

9.

CombinationConnecting

Systemizing and applying explicit knowledge and informationGathering and integratingexplicit knowledgeTransferring and diffusingexplicit knowledgeEditing explicit knowledge

5.6.

ExternalizationArticulating

Articulating tacit knowledge through dialogue and reflectionArticulating tacit knowledgeTranslating tacit knowledge

Kaiser-IDEO ModelKaiser Innovation Center + IDEO (2004)

Abstract and thematic

Lear

ning

and

und

erst

andi

ng

Making and trying

Real and concrete

Storytellingand analysis

Brainstormingand concept generation

Design Researchand data gathering

Prototypingand concept development

Experiential Learning CycleMcCaffery(1986)

process generalize

experience apply

Kumar ModelVijay Kumar (2003)

Abstract

Real

DeliveryResearch

Analysis Synthesis

Know

Make

Frame insights“Aha”

Explore concepts“Eureka”

Make plans

Hypothesis?

Implement!

Know context

Know user

Realize offerings-Prototype-Pilot-Launch

paradigms

principles

idea

hunch design(s) planstry ittestmarket

hack

prototype

product(ion)

industries

Verplank’s SpiralBill Verplank(2000)

Differentiation

Joanne Mendel

2 Reframe 3 Envision

1 Discover 4 Create

Reflect

Act

MakeKnow Models

Rigorousformulation

Scientific Model

Rigorousformulation

ConceptualModel

ManagerialSituation

ConceptualModel

ScientificSituation

Insight

Analogy

Isomorphism

Homomorphism

GeneralizationGeneralization

PerceptionPerception

Homomorphism

Beer ModelStafford Beer (1966)

Experiential LearningDavid Kolb (1975)

observation of and reflection on that experience

formation of abstract concepts based upon the reflection

concrete experience testing the new concepts

The Jump Explore Process

Frameworks Imperatives

Observations Solutions

Abstract

Concrete

SynthesisAnalysis

C1 F1

Context Form

Actual world

C2 F2 Mental picture

C3 F3 Formal picture ofmental picture

Alexander ModelChristopher Alexander (1964)

Learning StylesTennant(1997)

assi

mila

tor

(mov

ing

from

refle

ctio

n to

gen

eral

izat

ion)

converger(moving from generalization to experimentation or application)

diverger (moving from concrete experience to reflection)

accomm

odator(m

oving from experim

entation to concrete experience)

Icremental improvement

Joanne Mendel

Problemdiscovery

Solutioncreation

MakeKnow

Existing Implicit“The Conditions”

New Explicit“The Future”

Abstract

Concrete

What is

Constructs:e.g. deep play

What could be

Robinson ModelRick Robinson (2005)

Now Future

Abstract

Suri-IDEO ModelJane Fulton Suri (2006)

Concrete

Synthesis Strategy

observations new offerings, products,services, spaces &communications

principals &opportunities

frameworks& models

insights, patterns &themes

Abstract

Concrete

Why?

Frameworks(Insights)

Imperative(Ideas)

Observations(Contexts)

Solutions(Experiences)

How?

Design ProcessSara Beckman(2010)


The bridge model has many variations and is shared by many others.

Existing Implicit“The Conditions”

New Explicit“The Future”

Abstract

Concrete

What is

Constructs:e.g. deep play

What could be



1


Abstract

Concrete

Existing/Implicit

Situations Prototypes

Structures

New/Explicit

Patterns

Conceptual Models

E-Lab deliverables

E-Labprocesses

E-Labfield research

Design Concepts


2

Design Research ProcessRick Robinson & John Cain, E-Lab(1993)

Rigorousformulation

Scientific Model

Rigorousformulation

ConceptualModel

ManagerialSituation

ConceptualModel

ScientificSituation

Insight

Analogy

Isomorphism

Homomorphism

GeneralizationGeneralization

PerceptionPerception

Homomorphism



3


C1 F1

Context Form

Actual world

C2 F2 Mental picture

C3 F3 Formal picture ofmental picture



4



Abstract

Real

DeliveryResearch

Analysis Synthesis

Know

Make

Frame insights“Aha”

Explore concepts“Eureka”

Make plans

Hypothesis?

Implement!

Know context

Know user

Realize offerings-Prototype-Pilot-Launch


5



Abstract and thematic

Lear

ning

and

und

erst

andi

ng

Making and trying

Real and concrete

Storytellingand analysis

Brainstormingand concept generation

Design Researchand data gathering

Prototypingand concept development


6


Now Future

Abstract


Concrete

Synthesis Strategy

observations new offerings, products,services, spaces &communications

principals &opportunities

frameworks& models

insights, patterns &themes


7


paradigms

principles

idea

hunch design(s) planstry ittestmarket

hack

prototype

product(ion)

industries

Verplank’s SpiralBill Verplank(2000)


8

Verplank’s SpiralBill Verplank (2000)

The Jump Explore Process

Frameworks Imperatives

Observations Solutions

Abstract

Concrete

SynthesisAnalysis


9

The Jump Explore ProcessColleen Murphy, Jump Associates(2009)

Incrementalimprovement

Differentiation

Joanne Mendel

2 Reframe 3 Envision

1 Discover 4 Create

Reflect

Act

MakeKnow Models

Problemdiscovery

Solutioncreation

MakeKnow


10

Differentiation ModelJoanne Mendel(2010)

Incremental improvement Differentiation

Abstract

Concrete

Why?

Frameworks(Insights)

Imperative(Ideas)

Observations(Contexts)

Solutions(Experiences)

How?

Design ProcessSara Beckman(2010)


11

Design ProcessSara Beckman (2010)


Learning bridges the gap between

tacit & explicit


Taci

t

TacitTacit

Explicit

Explicit

Individual

Group

Organization



1

1

3

2

2

1.2.3.4.



10.

11.



7.

8.

9.



5.6.




This model describes the learning process.

SECI model of knowledge creationIkujiro Nonaka (1995)


Taci

t

TacitTacit

Explicit

Explicit

Individual

Group

Organization



1

1

3

2

2

1.2.3.4.



10.

11.



7.

8.

9.



5.6.



Abstract

Researching Prototyping

Existing – Implicit(Current)

Preferred – Explicit(Future)

dist

illed

to

manifest as

suggest

Concrete

Interpret

Describe

What “is”

Model of what

“could be”

Model ofwhat “is”

What “could be”

Analysis-Synthesis Bridge ModelDubberly, Evenson & Robinson (2008)


Designing is analogous to learning.

SECI model of knowledge createIkujiro Nonaka (1995)

Analysis-Synthesis Bridge ModelDubberly, Evenson & Robison (2008)


observation of and reflection on that experience

formation of abstract concepts based upon the reflection

concrete experience testing the new concepts


12


Learning StylesTennant(1997)

assi

mila

tor

(mov

ing

from

refle

ctio

n to

gen

eral

izat

ion)

converger(moving from generalization to experimentation or application)

diverger (moving from concrete experience to reflection)

accomm

odator(m

oving from experim

entation to concrete experience)


13

Learning StylesM. Tennant (1997)

Experiential Learning CycleMcCaffery(1986)

process generalize

experience apply


14

Experiential Learning CycleMcCaffery (1986)

How do models ‘work’ in design & research? A model of...

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