Inviting Ethnographic Conversations to Inspire Design: Towards a Design Research Method

Celikoglu, Ozge Merzali; Krippendorff, Klaus; Öğüt, Şebnem Timur

doi:10.1080/14606925.2019.1693209

Cited by 4 publications

(2 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Here we need to contrast our future research agenda from other research that seems similar, but has other goals. To illustrate, we employ a recent paper combining ethnographic with narrative approaches (Celikoglu, Krippendorff & Ogut, 2019). While interesting in itself, this study shows that although data is collected during the design process, in the analysis the design process itself is not analyzed, but contingency analysis and qualitative content analysis.…”

Section: Towards a Future Research Agenda For Studying The Design Promentioning

confidence: 99%

The Future of Design Process Research? Exploring Process Theory and Methodology

Wegener

Cash²

2020

Proceedings of DRS

View full text Add to dashboard Cite

Design processes are at the heart of design research. Current design research at the micro-and macro-level has led to profound insights about designing. However, missing are design process research approaches that are able to theorize between (meso-level) and beyond levels of analysis. This fragmentation of process research and theory across levels hampers research synthesis and theory development. In this paper we illustrate the limitations of current design research methodologies to analyse and theorize process. Specifically, the issue lies in the challenge of analysing and theorizing the temporal embeddedness of data in the overall design process. We introduce a Process Theory agenda for future design process research focused on the meso-levels as the mediator of interactions between design processes across levels. As such, this paper contributes a novel characterisation of a critical challenge in design research, proposing process theory for addressing this.

show abstract

Section: Towards a Future Research Agenda For Studying The Design Promentioning

confidence: 99%

The Future of Design Process Research? Exploring Process Theory and Methodology

Wegener

Cash²

2020

Proceedings of DRS

View full text Add to dashboard Cite

show abstract

“…Use of different toolkits to frame user-centered research, such as IDEO's Field Guide to Human-Centered Design [19] for example, is becoming more prevalent and provides students with a breadth of understanding of observational methods including shadowing, fly on the wall and the use of analogous situations, as well as participatory methods using camera journals, role play, personal inventories, and sort card exercises. Such approaches provide tangible ways to observe users towards the identification of insights that are particularly useful in the early stages of the design and development process [20,21]. 2.…”

Section: The Evolving Contexts Of Design -Industry Education and Thementioning

confidence: 99%

Transforming Learning Through User-Centered Design Research Methods

Spruce¹,

Evans²

2020

AJAD

View full text Add to dashboard Cite

This paper considers how design educators can harness the evolving nature of design practice to enhance learning for design students. It sets out the reasoning for embedding user-centered design research methods in the curriculum, describes the potential of these methods to transform learning and, as a result, better prepare graduates for their future career. Project-based learning was employed to explore the potential impact of embedding user-centered design research methods in the curriculum. Two project-based case studies, conducted with undergraduate design and design and marketing students in separate UK universities, illustrate how user-centered design research methods have been applied across traditional discipline boundaries. We report on student experiences immediately, and longitudinally (12 months) after the completion of the projects. Thematic analysis of semi-structured interviews with students on completion of the projects revealed that a more holistic understanding of the design process was developed through the use of user-insights generated as a result of engagement with these methods. While this process had caused positive tensions and recognition of the need to move beyond the self and to put themselves in other people's shoes, the insights generated informed subsequent design activity and provided a clearer link between research and design development. After 12 months, thematic analysis of follow-up interviews revealed changes in design practices through adoption of structured user-centered methods had led to an enhanced appreciation of contextual factors and underpinned and better justified design decisions. Detailed analysis of the findings informed the development of a Transforming Learning Framework which articulates how the adoption of user-centered design research methods shapes students longer-term understanding of, and approaches to, design. This framework conveys how new frames of reference and critical reflection led to an enhanced design skillset and mindset and as such provides new insights that have the potential to advance understandings of pedagogic practice. Finally, the research revealed that exposure to user-centered design research methods enhanced sensitivity to, and awareness of, user needs; increased understanding of context and the breadth of issues relevant in early stages of the design process; and amplified students confidence helping better prepare them for professional practice.

show abstract