A domain-independent descriptive design model and its application to structured reflection on design processes

Reymen, I.M.M.J.; Hammer, D.K.; Kroes, Peter; Aken, Joan Ernst van; Dorst, C.H.; Bax, Martin; Basten, Twan

doi:10.1007/s00163-006-0011-9

Cited by 51 publications

(46 citation statements)

References 30 publications

(41 reference statements)

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“…The ideas about structured reflection presented here rest heavily on the work of Reymen et al (2006), who derived a domain-independent engineering design model and studied its application in structured reflection. These ideas shape an understanding of what should be reflected upon, and when design reflection should take place.…”

Section: Structured Reflectionmentioning

confidence: 99%

“…These ideas shape an understanding of what should be reflected upon, and when design reflection should take place. Reymen et al (2006) assert that design reflection should focus on two areas. Here, this work is adapted to the context of educational design research and, in so doing, suggestions are offered for how reflection can be structured.…”

Section: Structured Reflectionmentioning

confidence: 99%

“…We are also charmed by the work of Procee and Visscher-Voerman (2004), who developed specific reflection techniques inspired by a Kantian epistemology. Reymen et al (2006) point out the importance of setting aside certain moments for reflection. Reymen et al (2006) assert that design reflection should focus on two areas.…”

Section: Structured Reflectionmentioning

confidence: 99%

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Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

441

549

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Among the wide variety of backgrounds, many of those active in defining and applying educational design research appear to have arrived through an interest in psychology, the learning sciences or instructional design. Although most design studies are carried out in multi-disciplinary teams, participants need to conceptually understand the marriage between the design discipline and scientific research traditions.Conducting Educational Design Research emphasizes the application of design knowledge and skills in research programs, guiding readers through the various disciplinary backgrounds and scientific developments current today. Therefore, this book on design research will be especially useful for faculty and students in (a) graduate education programs where exposure to research methodologies is strong but exposure to design methodologies is limited; and (b) graduate programs in instructional design where participants have strong backgrounds in design, but may lack the scientific research orientation.In a time when design research is gaining momentum, it seems notable that educational research programs are being confronted with the randomized field trials movement; and educational design programs are at risk of diluting their design character as valuable curricular time is being usurped by more traditional research skills. This book not only offers an invaluable classroom resource, it also provides for the ongoing university dialogue on how to best prepare the next generation of educational researchers.Conducting Educational Design Research will be of special interest to graduate students, serving as a sourcebook for masters and doctoral courses in educational programs that are tied to design research agendas. Conducting Educational Design Research Running head T&F Proofs: Not for distributionEducational design research blends scientific investigation with systematic development and implementation of solutions to educational problems. Empirical investigation is conducted in real learning settings -not laboratoriesto craft usable and effective solutions. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.

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Section: Structured Reflectionmentioning

confidence: 99%

Section: Structured Reflectionmentioning

confidence: 99%

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Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

441

549

View full text Add to dashboard Cite

show abstract

“…"Reflection on a design process is thus defined as a combination of reflection on the perceived design situation and reflection on the remembered design activities" (Reymen et al, 2006). Reymen et al, 2006;Schon, 1983 …”

Section: Abductionmentioning

confidence: 99%

Aggregate Design Science Research Cycle as a Perspective on the Evolution of Computing Communities of Interest

Vaishnavi¹,

Kuechler²

2015

Design Science Research Methods and Patterns

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“…When a company achieves a high level of performance on all of these dimensions, it is likely that product development will lead to successful business. In order to improve the outcomes of product development, developers make decisions both on products being developed and on the development process itself (Reymen et al, 2006).…”

Section: Product Developmentmentioning

confidence: 99%

Supporting developers in addressing maintenance aspects: an empirical study in the industrial equipment manufacturing industry

Mulder¹

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SummaryAddressing maintenance aspects has become increasingly important in development projects of industrial equipment. Developers of such equipment need to address the maintenance aspects in order to achieve competitive equipment and service offerings. To do so, the literature proposes to apply approaches in which the equipment and service elements, among which maintenance, are addressed in an integrated way. This research contributes to the knowledge on how such integrated offerings can be successfully developed. It focuses on the identification of the maintenance aspects that are relevant to be addressed in development project and on how developers can successfully do this. The ultimate goal of the research is to support developers in addressing maintenance aspects in development projects in practice.The research consists of a descriptive and a prescriptive study. The descriptive study focuses on eliciting knowledge from experts in companies and proposing overviews that represent this knowledge in a usable way. Experts from three Dutch industrial equipment providers are involved. I have used in-depth interviews and validation sessions to gather their knowledge. Based on the information that was retrieved from the in-depth interviews, I have developed (1) a model of relevant maintenance aspects to be addressed in development projects, (2) an overview of development activities that developers perform to address these aspects and (3) an overview of factors that affect whether the maintenance aspects are addressed successfully. During the validation sessions, I have presented the model and overviews to experts at the same companies and I have asked for their feedback. Based on the retrieved feedback, I have made a number of improvements. The prescriptive study focuses on describing design support that is useful to support developers in addressing the maintenance aspects. From the results of the descriptive study, I have reasoned that different types of support can be useful. I propose three types of concrete supporting tools and describe how these could help developers in addressing the maintenance aspects.The model of relevant maintenance aspects gives an overview of the maintenance aspects that are relevant to address and organizes them in three categories, according to the way in which developers use them to make design decisions. The three categories are performance aspects, scenario aspects and equipment design / maintenance service design aspects. Performance aspects represent the maintenance related performance indicators that developers can define and use to evaluate the outcome of development activities. Examples are the frequency of maintenance actions and the time required for a maintenance task. Scenario aspects are the external factors that affect the performance levels that can be achieved, such as the environmental conditions in which the equipment is to be operated and the knowledge and skill levels of service engineers. They are outside the direct range of influence of developers, but developers...

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A domain-independent descriptive design model and its application to structured reflection on design processes

Cited by 51 publications

References 30 publications

Conducting Educational Design Research

Conducting Educational Design Research

Aggregate Design Science Research Cycle as a Perspective on the Evolution of Computing Communities of Interest

Supporting developers in addressing maintenance aspects: an empirical study in the industrial equipment manufacturing industry

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