Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

McLaughlan, Rebecca; Lodge, Jason M.

doi:10.1080/13562517.2018.1461621

Cited by 34 publications

(14 citation statements)

References 19 publications

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“…Students might even be placed in cross-disciplinary groups with student expertise specifically chosen to be relevant for the problem they are solving. Educational scholars McLaughlan and Lodge (2019), for example, placed students in groups with majors in architecture, marketing, sociology, and anthropology when the students were tasked with designing a palliative care studio (p. 92). In short, working in groups allows students and designers to accomplish tasks they are not able to do when working alone: groups have an enhanced ability to generate diverse ideas and provide feedback, and this allows them to move past nonobvious solutions and solve problems of a higher complexity.…”

Section: Literature Review: Dt In Tpcmentioning

confidence: 99%

Composing Like an Entrepreneur: The Pedagogical Implications of Design Thinking in the Workplace

Pellegrini

2021

Journal of Technical Writing and Communication

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Fierce competition has made innovation increasingly necessary for business success, and this has increased the importance of user-based innovation strategies like design thinking (DT). While many studies in technical and professional communication (TPC) have explored how DT can be used pedagogically, no studies have done this through investigating how DT is used as a workplace composing process. This study does exactly that. First, it presents the current state of research on pedagogical uses of DT in TPC, and then it builds upon those suggestions with an empirical study that chronicles on how two web design firms use DT to make websites. My main suggestion is to teach DT as a recursive process that allows students transcend potentially incorrect assumptions built into design tasks through gathering data not only from users, but from clients as well.

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Section: Literature Review: Dt In Tpcmentioning

confidence: 99%

Composing Like an Entrepreneur: The Pedagogical Implications of Design Thinking in the Workplace

Pellegrini

2021

Journal of Technical Writing and Communication

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“…6,46 As a result, Biomedical Engineering education modules allow students to develop solutions that address practical, challenging, and realworld design issues imposed by medical devices and help them adopt a user-centric approach to address the needs shared by healthcare professionals. 22,37,59 While various adaptations of design processes are available, 2,8,11,27,31,33,38,57 they all ultimately apply variations of user-centric design methods that encourage creative and innovative mindsets. A usercentric design approach is even more important in medical devices as user interactions form a critical part of a successful healthcare system, mainly due to multiple stakeholders who interact with the medical devices.…”

Section: Introductionmentioning

confidence: 99%

Systematic Application of Extreme-User Experiences: Impact on the Outcomes of an Undergraduate Medical Device Design Module

Raviselvam

Hölttä‐Otto

Wood

2022

Biomed Eng Education

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Extreme-user experiences refer to experiences that simulate the extremes of user abilities like reduced or no visual attention or auditory attention. Inspired by the needs experienced by the users who experience physical or cognitive challenges, extreme-user perspectives can make designers understand their designs from an inclusive design perspective and address the latent needs experienced by their users. Yet, they are seldom leveraged in mainstream designs that may or may not be used by extreme users, for example, medical devices. This study applies the extreme-user experiences along the initial stages of the design process to help design students identify the latent needs of six different medical devices. Students used Activity Diagrams for a systematic application of extreme-user experiences. Six teams with a total of 25 students took part in the study. We apply a latency metric to validate the identified needs and discuss the metric's impact in evaluating the latency of design needs. Outcomes support the potential of extreme-user experiences in capturing the latent design needs in medical device design and demonstrate the potential of extreme-user experiences in changing designers' perceptions over their design solutions. The proposed approach aims to help students and medical device design professionals to have a first-person experience on the nuances of user needs that get missed in the current design process. We believe this could lead to future works that focus on designs that reduce the mishaps associated with medical device design.

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“…Research‐focused studios are not unusual within architectural education (Bates et al 2015; Jasper 2014; Varnelis 2007). These typically seek to provide the following learning outcomes: the skills to identify new questions that should be asked in the context of our built environment; the ability to obtain the knowledge necessary to propose solutions to those problems; and the confidence to propose them (Cuff et al 2010; Healey 2005; McLaughlan & Lodge 2019). Yet, while studio project outcomes are often published, the underlying pedagogical strategies that facilitate quality research outcomes are seldom discussed.…”

Section: Introductionmentioning

confidence: 99%

Productive Uncertainty: The Pedagogical Benefits of Co‐Creating Research in the Design Studio

McLaughlan¹,

Pert²,

Lodge³

2021

Int J Art Design Ed

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Balancing the competing demands of research and teaching has long been lamented by academics. The challenges associated with Covid‐19 will make this increasingly difficult. An integrated approach to research and teaching, where students are directly engaged in the production of research, may provide a useful strategy to support ongoing research within the design disciplines whilst befitting student learning. The production of original research requires a willingness to engage in – and manage –uncertainty. Contemporary higher education acknowledges that global challenges are increasing in complexity and, thus, students require opportunities to learn to productively manage this complexity. Utilising teacher observations and student feedback, this article reflects critically on a studio model, iteratively refined over two semesters, with the deliberate intent of exacerbating the complexity already present within studio pedagogy for the production of new knowledge. It outlines a set of strategies for making manageable this uncertainty for students to ensure it is beneficial for their learning. It also identifies a number of challenges educators can face when assuming a duel role as teacher and research partner; and provides advice for negotiating these challenges.

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Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

Cited by 34 publications

References 19 publications

Composing Like an Entrepreneur: The Pedagogical Implications of Design Thinking in the Workplace

Composing Like an Entrepreneur: The Pedagogical Implications of Design Thinking in the Workplace

Systematic Application of Extreme-User Experiences: Impact on the Outcomes of an Undergraduate Medical Device Design Module

Productive Uncertainty: The Pedagogical Benefits of Co‐Creating Research in the Design Studio

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