A Participatory Design Case Study in Environmental Design Education

Xie, Yumeng; Mejía, G. Mauricio; Coseo, Paul; Cheng, Chien Jui

doi:10.1145/3384772.3385152

Cited by 5 publications

(3 citation statements)

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“…Starting from the idea of an agonistic approach, as opposed to an antagonistic one, provides a thoughtful frame of reference for facilitating the work of transdisciplinary collaboration. Design facilitation typically relies on the development of specific processes for handling conflict or disagreement at the outset of a collaboration (as opposed to waiting for conflict to arise and then mediating it) (Xie et al 2020).…”

Section: Design Facilitation For Transdisciplinary Collaborationmentioning

confidence: 99%

“…Recent research has shown that the design industry has not been well prepared for embracing participatory design (Xie, Mejía, and Zheng 2021), but it has been critical in the public sector and a critical expected shift in the whole field. Further, for working respectfully eliminating misunderstanding and gaining more empathy within indigenous cultures and plural worldviews, designers should be committed to genuine and situated partnerships in which community members share the agency in the design process (Xie et al 2020; Sosa, Mejía, and Adamson 2021). Design facilitation is an emergent but increasingly fundamental component of design practices in which designers work within communities to make sure the benefits of design outcomes are participative, just, and sustainable for them and the planet (see Figure 4).…”

Section: Designmentioning

confidence: 99%

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From researching to making futures: a design mindset for transdisciplinary collaboration

Mejía

Henriksen

Xie

et al. 2022

Interdisciplinary Science Reviews

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Addressing complex future challenges requires transdisciplinary practices. However, existing approaches for transdisciplinary collaboration tend to be limited to science-expert directions. Successful collaboration across disciplines and diverse contexts requires community agency, blurring disciplinary boundaries, and combining sciences and arts. We argue that traditional and emergent design practices provide a powerful mindset to support productive transdisciplinary collaborations for addressing complex societal problems such as climate change and social justice. Designers, historically, have struggled to translate the practices of arts and sciences into professional practice; and design can be understood as a third way of knowing that is unique from arts and sciences. Designers may use evidence, but they also generate proposals that are about preferred possibilities. We propose components of a design mindset (synthesis, modelling, speculation, facilitation, and implementation) for transdisciplinary teams to enhance futureoriented collaboration outcomes. These guidelines expand research-oriented approaches and can be used for co-designing futures in collaborative work.

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Section: Design Facilitation For Transdisciplinary Collaborationmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

From researching to making futures: a design mindset for transdisciplinary collaboration

Mejía

Henriksen

Xie

et al. 2022

Interdisciplinary Science Reviews

Self Cite

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“…Por otra parte, el Service-Learnig (ApS) es otro enfoque que a través del ABP promueve la conexión entre los resultados de aprendizaje esperados por el currículo, cuando estimula la interacción de los estudiantes, con una comunidad real, en el marco de la ejecución de un proyecto, que permita dar solución a sus necesidades y requerimientos (Briede y Mora, 2013, p.41). Este enfoque ha posibilitado a los estudiantes de diseño alcanzar un mayor nivel de adaptación en el trabajo, con una mayor empatía y empoderamiento, aspectos que les ha posibilitado mejorar y acelerar la compresión de la práctica laboral del diseño en los contextos reales (Xie et al, 2020).…”

Section: Introductionunclassified

Modelo de mejoramiento productivo: una aplicación de la fabricación digital incorporada al aprendizaje basado en proyectos (ABP) en la educación superior

2021

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El propósito de este estudio es describir cómo el uso de la fabricación digital (FD) incorporada al aprendizaje basado en proyectos (ABP) desarrolla las competencias disciplinares vinculadas a la práctica de esta tecnología. Se utilizan dos herramientas de recolección de información: 1) evaluación cuantitativa de actitudes frente a la FD de un producto, y 2) la práctica académica en las dimensiones conductual, afectiva y cognitiva. La muestra esta compuesta por treinta estudiantes universitarios de diseño industrial de la Universidad Javeriana (Colombia). Los resultados muestran que el 80% de los estudiantes están de acuerdo con que la FD incorporada al ABP influye de manera positiva en el método de diseño y desarrollo de producto. Se concluye que el recurso de la FD articulada a la estrategia pedagógica al ABP, constituye una experiencia de aprendizaje disruptivo que facilita a los estudiantes practicar el desarrollo de un producto con libertad en la exploración irrestricta de la forma y la función.

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