The Design Way Intentional Change in an Unpredictable World Harold G. Nelson &amp; Erik Stolterman

Denton, Howard G.

doi:10.2752/146069203789355246

Cited by 37 publications

(73 citation statements)

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“…Designers and design researchers see Industrial Design as an intellectual undertaking that is complex, future focussed (Jonas, 1999;WDO, 2018); and inseparable from ethical (Nelson & Stolterman, 2012), environmental (Papanek, 1985), and cultural contexts. They see that it has a broad knowledge base (Buchanan, 1990;Papanek, 1985), and a powerful capacity for creative problem solving (Archer, 1964(Archer, /1984Buchanan, 1990;WDO, 2018).…”

Section: Introductionmentioning

confidence: 99%

Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels

Deighton

Kuys

Tyagi

2023

Int J Technol Des Educ

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Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally not shared by the wider community who may see design as surface decoration. This research identifies indicators of value and relevance taken from the twenty-first century competences literature, then measures their presence in four different Industrial Design education settings. Two studies were undertaken. First, Industrial Design educators from primary, secondary, and tertiary levels were surveyed. Then diverse Industrial Design education stakeholders from education and non-education settings were interviewed. The studies gathered both quantitative and qualitative data on the value and relevance of current Industrial Design education in Australia. The result is a comprehensive analysis of the twenty-first century competences present in Australian Industrial Design education, which concludes with recommendations for ways Industrial Design education can benefit twenty-first century learners, as well as ways it should evolve to remain relevant.

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Section: Introductionmentioning

confidence: 99%

Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels

Deighton

Kuys

Tyagi

2023

Int J Technol Des Educ

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“…In his opinion, design can be seen as a third discipline alongside science and the humanities. This view is shared by Nelson & Stolterman (2012), who claim design is a tertium quid -a third waywhich integrates thought (science) and action (art), rather than splitting these two fields. In fact, they even speak of design having its own tradition, dating back to the Stone Age:…”

Section: 7mentioning

confidence: 99%

“…Therefore, the most important task of a designer is determining how to approach this task, and this is followed by intuitive and subjective processes rather than rational approaches. This way of looking at design is also adopted by other researchers (Cross, 1982;Dorst, 2017;Lawson, 2005;Lawson & Dorst, 2009;Nelson & Stolterman, 2012) According to Cross (1982), design can be seen as a process to achieve synthesis by combining both insights. He claims that designers are specifically trained to design the human-made world and designers know how to use their knowledge and skills to create new artifacts that embody new messages.…”

Section: 7mentioning

confidence: 99%

“…Over the years, the design tradition has been lost, overgeneralized by our Western preference for observation over imagination (Nelson & Stolterman, 2012;Schon, 1983). This is based on the rise of science and technology during the nineteenth century, believing that human progress would be achieved by integrating technology and by making scientific rational knowledge more dominant.…”

Section: 7mentioning

confidence: 99%

“…In the section below, the choice to focus on designers will be further explained. The approach of the fields of behavioural research and the field of design practice is different in nature (Cross, 1982;Nelson & Stolterman, 2012). In the brand management literature, much research has been focused on the successful effect of existing product-brand combinations (Aaker & Keller, 1990;Bottomley & Doyle, 1996;Bottomley & Holden, 2001;Völckner & Sattler, 2006).…”

Section: Introducing the Brand Extension Designermentioning

confidence: 99%

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A designerly approach to the development of brand extensions: Bridging the divide between behavioural research and design science

Mulder-Nijkamp¹

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I did it!Dit zijn de allerlaatste woorden van mijn proefschrift. Ik had niet gedacht dat het me zou gaan lukken. Een promotietraject is een reis, een ontwikkeling van een persoon om tot de wetenschappelijke wereld toe te treden. Voor iedereen is deze reis anders. Maar mijn reis was wel een heel bijzondere, die niet zonder slag of stoot is gegaan. Eentje die startte na mijn afstuderen, terwijl ik hoogzwanger was van Sanna. Tussendoor kwamen er (te) veel interessante dingen op mijn pad, zoals de vele conferenties, het schrijven van een boek 'Muses in Design' , een postdoc positie in het project Sustainable Packaging en een Comenius senior fellowship beurs en het daaruit voortvloeiende Packalicious. En tussen alle activteiten door is Nora ook nog geboren. Al deze 'projecten' zorgden voor afleiding, waardoor de focus niet altijd op mijn proefschrift lag. Dankzij verschillende mensen is het me gelukt om dit proefschrift af te ronden en al deze mensen wil ik dan ook langs deze weg graag bedanken.Waar zou dit proefschrift zijn zonder de hulp van studenten. Ik wil alle generaties studenten die mijn vak hebben gevolgd bedanken zowel aan de Universiteit Twente als de Universiteit van Antwerpen. Een aantal van de voorbeelden van deze studenten zijn opgenomen in dit proefschrift. Aangezien deze ontwerpen kritisch worden beoordeeld, heb ik ervoor gekozen het werk anoniem in dit verslag op te nemen. Ik wil graag de volgende studenten specifiek bedanken voor hun ontwerpen:

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Design Methods for TEL

McKenney

Kali

2017

Technology Enhanced Learning

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About a decade ago, Hoadley and Carr-Chellman edited a special issue in Educational Technology (44(3), 2004), that sought to begin a dialogue between two substantive fields of research that are concerned with TEL design and evaluation. Despite their many overlapping interests, according to Hoadley and Carr-Chellman, these two fields, Learning Sciences (LS) and Instructional Systems Design (ISD), had very little interaction and cross fertilization. Both fields have had common interests such as cognitive psychology, educational psychology, situated cognition, educational technology, constructivist learning environments, computer-supported collaborative learning and computer-supported collaborative work. However, citation analyses conducted by researchers who took part in writing the aforementioned special issue showed that the literature identified within these two fields has very little overlap. Some of the authors described the two research areas as "parallel" and even "colliding universes".In this chapter, we revisit the dialogue that began at this time to present current trends in design and evaluation methods for TEL. Through this lens, we can still see some of this parallelism, which we view as productive, representing unique directions that each of the fields has continued to develop, but we also find emerging trajectories which demonstrate that these perspectives are far less isolated than S. McKenney ( )

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The Design Way Intentional Change in an Unpredictable World Harold G. Nelson & Erik Stolterman

Cited by 37 publications

References 0 publications

Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels

Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels

A designerly approach to the development of brand extensions: Bridging the divide between behavioural research and design science

Design Methods for TEL

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