Design timelines: Concrete and sticky representations of design process expertise

User and stakeholder perspective taking in novice design teams

“…Understanding users is a foundation for design (Sharrock & Anderson 1994;Redström 2006). User-identified problems and workarounds enable the design of better solutions (Hyysalo 2006), user-related innovation is important for product success (Saunders, Seepersad & Hölttä-Otto 2011;Hölttä-Otto et al 2018) and expert designers give high priority to user-and context-related knowledge (Atman 2019). Still, many product launches fail in the market due to lack of user acceptance (Schneider & Hall 2011).…”

“Where I’ve Been, Where I Am, Where I’m Going”: Exploring Design Awareness through an Undergraduate Student Seminar

“…In this seminar students brainstormed ideas and then created a sketch of one idea of how to promote design awareness for themselves when they engage in design in the future. The seminar was kicked off with students journaling a design experience and in the first few design sessions reflected on their actions through tagging exercises using design research [6,7], design process models [5], and their own perspectives to create their own ideas to answer how they could be more aware of their design process while in the thick of the design process.…”

“…Bringing research about design processes into the practice of design is an important part of the seminar we developed. Specifically, we designed the seminar to help students explore different models of design, (e.g., the models of design presented by the Dubberly Compendium [5]) and research results from in-depth studies of the design expertise (e.g., research by author [6,7]). Those in-depth studies of design suggest that individuals with design expertise are more likely to gather information throughout the process, use a breadth of design activities and transition frequently from one design activity to another.…”

“…Those in-depth studies of design suggest that individuals with design expertise are more likely to gather information throughout the process, use a breadth of design activities and transition frequently from one design activity to another. These findings can be conveyed in a compelling timeline representation of a tracing of a set of 8 design activities over time, that can also be described as a "design signature" [7]. Seow et al (2018) also describe the concept of design signatures as tracing elements of a design innovation process [8].…”

Developing a Bridging Language: Design Decisions in Informal Making Experiences

“…As educators, we do not have much control over the structuring of students sdPBL experiences. However, supporting student's design metacognition [5], [6] or "design awareness" [7] is a promising avenue for student's to begin to make sense of their informal design experiences. In this paper, we call for and explore the idea of a "bridging language" -A language that can serve as a metacognitive scaffold, bridging across formal engineering design education concepts and the ongoing informal design experiences that students already take part in: A means by which students can capture and make sense of their informal design experiences and relate them back to concepts in formal engineering and their work.…”