Typology and the organization of design knowledge

Muller, Wim; Pasman, Gert

doi:10.1016/0142-694x(95)00030-u

Cited by 24 publications

(13 citation statements)

References 2 publications

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“…When faced with a design problem, designers apply knowledge that has been acquired in previous situations to draw references to existing solutions as inputs for their idea generation (Muller and Pasman 1996). Similar patterns were also seen in our findings where designers utilized product samples, catalogues, photographs, slides and so on from their past work and organized them into mood-boards, collages and folders.…”

Section: Artful Surfacessupporting

confidence: 61%

Creative practices in the design studio culture: collaboration and communication

2012

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For the purpose of developing collaborative support in design studio environments, we have carried out ethnographic fieldwork in professional and academic product design studios. Our intention was to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices. Using examples from our fieldwork, we develop our results around three broad themes by which design professionals support communication and collaboration: (1) use of artefacts, (2) use of space and (3) designerly practices. We use the results of our fieldwork for drawing implications for designing technologies for the design studio culture.

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Section: Artful Surfacessupporting

confidence: 61%

Creative practices in the design studio culture: collaboration and communication

2012

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“…Typology was first used in architectural design, and latter applied on managing design knowledge (Muller & Pasman, 1996). Morphological chart is probably one of the tools that most widely used in design area (Roozenburg & Eekels, 1995).…”

Section: A Theoretical Backgroundmentioning

confidence: 99%

Wish-Led Service Innovation Process: An Example of Innovative Bus Service System

Luh

Chen

2013

2013 Fifth International Conference on Service Science and Innovation

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Since invisible services became important issue, there are increasing needs to think about "shaping" ideal life; instead of reducing problems to refine current services, it is more about clarifying what people really wants, then provides it as fast as possible. Therefore, the thought of "Negative to Positive" or wishled logic is proposed in this study, provides an approach to chase the "ideal future that closest to reality". On contrast with traditional idea of "Negative to non-Negative", wish-led logic broaden the space for innovation and leads to proactive Wish-led service design process, which containing five procedures and overall structure. The process is applied on designing new bus service system, and the outcome had been proven to be more innovative than existing concepts of mass transporting system; indicating that the process proposed is not just efficient, but can provide guidance for service innovation system development.

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“…Some researchers like Oki and Lloyd-Smith (1991) and Muller and Pasman (1996) state the importance of situations in terms of applicability of knowledge. In our view, a situation is a partial state composed of a set of a facts that is relative to an agent.…”

Section: What Are Situations In Designmentioning

confidence: 99%

Formalising Situated Learning in Computer-Aided Design

Gero

Nath

1997

CAAD Futures 1997

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Abstract.In this paper, we propose and begin to formalise an approach to machine learning in design called situated learning with the purpose of providing a foundation to developing better design tools in an agent-based framework. Situated learning theory postulates that the situations that an expert is exposed to forms the developmental conditions of expertise. We extend and adapt that theory for computer-aided design with the primary objective of learning the use of existing knowledge, rather than simply the knowledge itself. The idea behind situated learning is to learn situations and associate them with some knowledge with the intention of using the knowledge in similar situations. MotivationMachine learning for design has largely been concerned with acquiring design knowledge from examples. An implicit assumption behind such work has been that the knowledge is always applicable. However, the situation within which the knowledge is learned plays a role in its future applicability. Thus, in addition to learning design knowledge it is important also to learn the situation so that a basis exists for the reuse of that knowledge. One way to achieve this is to represent situations and contexts explicitly. However, current machine learning design tools do not represent situations and contexts and therefore are situation and context free. We propose a situated learning paradigm applicable in designing. In this approach, we borrow and adapt a theory from educational instruction called "situated learning" which states that situations which one experiences as a novice form the developmental conditions of an expert (Ingold 1995, Brown et al. 1989. Our primary concern is with the use of knowledge rather than the knowledge itself. Our first aim is therefore to make a design tool learn situations which existed when some knowledge was learnt, with the intention that when similar situations exist in the future it could apply the knowledge. A secondary goal of this approach is to emerge high level structure-behaviour relationships that serve as a means of improving on existing knowledge, and consequently improve the performance of the design tool especially in the conceptual design stages. In this paper we discuss the foundations of such a design tool based on agents and begin to provide a formalisation of the key concepts of situated learning in an agent-based framework.

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Typology and the organization of design knowledge

Cited by 24 publications

References 2 publications

Creative practices in the design studio culture: collaboration and communication

Creative practices in the design studio culture: collaboration and communication

Wish-Led Service Innovation Process: An Example of Innovative Bus Service System

Formalising Situated Learning in Computer-Aided Design

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