LIVE theory
Design involves creating something new or transforming a less desirable situation into a preferred situation. To do this, designers must know how things work and why. Understanding how things work and why requires explanation, and it sometimes requires prediction. To explain and predict we must construct and test theories. (Friedman, 2008)
LIVE theory
theory construction + designerly ways of knowing
theory construction design for+from designing to the profession to the discipline to the field
design theory construction is all the accumulated knowledge that is intended to assist the design‌.
what is research ?
theoretically speaking empirical philosophical -
information gained by means of observation, experience, or experiment research
theoretically speaking empirical -
information gained by means of observation, experience, or experiment
philosophical - logic+ideas
what is research ? a systematic enquiry, the goal of which is knowledge’ design research society
what is research ? an enquiry in the search of knowledge and understanding richard buchanan
what is enquiry ? an enquiry is the transformation of the indeterminate situation (or problematic) into a unified situation - working with the parts and relations that consititute that situation ‌ in the search knowledge and understanding richard buchanan
what is knowledge?
what is knowledge? a state of knowing ‌
what is knowledge? a state of knowing ‌. how do we know ?
what is knowledge? how do we know anything ? we read it we are told it we experience it we observe it, test it? we just feel it - intuition? perception? we just know it- instinct ? a hunch ? tacit ..
design research is a continuous process, not a ‘spark’ dependent event
what is knowledge for design ? what is knowledge about design ? what is design knowledge ?
theory construction as part of design research 1. design science methods (quantitative) 2. designerly ways of knowing n.cross (qualitative) 3. research about design 4. design reseasrch 5. research for design
The knowledge, values and skills of these three cultures can be distinguished as follows:
Field of knowledge:
Arts: human experience Science: the natural world Technology: the artificial, human-made world
Range of values:
Arts: subjectivity, imagination, commitment, and a concern for 'justice’ Science: objectivity, rationality, neutrality, and a concern for 'truth’ Technology: practicality, ingenuity, empathy, and a concern for 'appropriateness’
Type of skills:
Arts: criticism, analogy, evaluation Science: experiment, classification, analysis Technology: modeling, pattern forming, synthesis
design science empeiria environment, things, events
people their values, beliefs, preferences
world of concepts
descriptive research
descriptive theory of things
design theory of things
normative research studies + feedback
product development normative research
designing pre.+ production
the design * empeiria .‌ experience
Descriptive research aims primarily at gathering knowledge (i.e. descriptions and explanations) about the object of study but do not wish to modify the object.
Descriptive research design is a scientific method which involves observing and describing the behaviour of a subject (and object) without influencing it in any way. Many scientific disciplines use this method to obtain a general overview of the subject /object of the study. STATISTICAL.
These types of experiments are often used by anthropologists, psychologists and social scientists to observe natural behaviours without affecting them in any way (thought once to be true). It is also used by market researchers to judge the habits of customers, or by companies wishing to judge the morale of staff.
kitchen stories http://www.youtube.com/watch?v=VxXT1A4zqcU
descriptive research can be:
Studying Things Literature Search Observation
museums, retail, garbage … libraries, archives, etc circumstances ie behavioural or social setting… based on the activity, based on time intervals etc..
-
DATA MINING unobstrusive methods automatic cameras or sensors to register events･ using the data from existing meters of electricity, water etc. studying physical traces
Collecting Opinions -
- what people, what people do and why people do + what do they think (used in other stages of design theory and design development ie focus group) - thematic interview or questionnaire.
THE MILGRAM EXPERIMENT The experimenter (E) orders the teacher (T), the subject of the experiment, to give what the latter believes are painful electric shocks to a learner (L), who is actually an actor and confidant. The subject believes that for each wrong answer, the learner was receiving actual electric shocks, though in reality there were no such punishments. Being separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level.
http://www.youtube.com/watch?v=274wQJmdRQg
p. moore
descriptive research design time
Synchronic, or cross-sectional view. It can be relevant when the objects of study are more or less static, or when you just want to take a "snapshot" of their state at a given moment. ie knives used on airlines NOW. syn – prefix means together with
Diachronic view, which means regarding the object of study as a process. The time span of the process can be anything from microseconds (like in nuclear physics) until millennia (in historical study). ie communication devices dia – prefix means across, through ..
descriptive research design general (class) or specific (case)
Describing the development -the changes in the artefacts or other objects of study and attempting to find and clarify the regularities in the visible development. Interesting structures of development can be, for example, revolutions, trends and the exemplar-and-followers pattern. Trend i.e. a consistent evolution. Its speed can be either constant, increasing or decreasing. bikes vs cars Periodic variation recurring either at even or irregular intervals. breast feeding in public Revolution: a sudden, immutable change which passes and wanes off, after which static state or a more peaceful development again recommences. eyeball prints or no water bottles on flights. Exemplar-and-followers pattern ie walkman becomes the iconic design followed by the iPOD
descriptive research design – qualitative time
Explaining the development - often a mere description of the changes in the object of study does not suffice, and the researcher is expected to uncover also the reasons and/or effects of the obvious changes in the object of study. The explanation can be taken either from the past (causal explanation), from the concurrent context, or alternatively from the future (e.g. from the intentions of people). ie kitchen design geographical influences geological influences climate religious influences social influences events in political history resources
empeiria environment, things, events
people their values, beliefs, preferences
world of concepts
descriptive research
descriptive theory of things
design theory of things
normative research studies + feedback
product development normative research
designing pre.+ production
the design * empeiria .‌ experience
Normative
research approaches, the target of which is above all to improve the object of study or later similar objects. As in contrast to the descriptive research which wants to find objectively how things are, normative study tries to define how things should be. In other words ‘to devise courses of action aimed at changing existing situations into preferred ones’ on a predictable basis…. DESIGN SCIENCE 1960s scientific rationalism for process and a ‘scientific’ design method.
Descriptive research is to collect opinions of each person - to collect or to describe into groups that might relate.
Normative research must consider and define whose point of view is going to be used, be evaluative. It is the task of the researcher to define the population of people whose opinions and evaluations will steer the research. Ie. victims of a bad design, future users, the community, stakeholders….
design theory is all the accumulated knowledge from systematic research that is intended to assist the design.
design theory is all the accumulated knowledge from systematic research that is intended to assist the design.
The knowledge, values and skills of these three cultures can be distinguished as follows:
Field of knowledge:
Arts: human experience Science: the natural world Technology: the artificial, human-made world
Range of values:
Arts: subjectivity, imagination, commitment, and a concern for 'justice’ Science: objectivity, rationality, neutrality, and a concern for 'truth’ Technology: practicality, ingenuity, empathy, and a concern for 'appropriateness’
Type of skills:
Arts: criticism, analogy, evaluation Science: experiment, classification, analysis Technology: modeling, pattern forming, synthesis
Design as a discipline, therefore, can mean design studied on its own terms, and within its own rigorous culture. It can mean a science of design based on the reflective practice of design: design as a discipline, but not design as a science. Just as the other intellectual cultures in the sciences and the arts concentrate on the underlying forms of knowledge peculiar to the scientist or the artist, so we must concentrate on the "designerly" ways of knowing, thinking, and acting. Nigel Cross, 2001
"designerly" ways of knowing, thinking, and acting. Nigel Cross, 2001
Nigel Cross has identify five aspects of designerly ways of knowing (1): Designers tackle 'ill-defined' problems
Nigel Cross has identify five aspects of designerly ways of knowing (1): Designers tackle 'ill-defined' problems Their mode of problem-solving is 'solution-focussed’
Nigel Cross has identify five aspects of designerly ways of knowing (1): Designers tackle 'ill-defined' problems Their mode of problem-solving is 'solution-focussed’ Their mode of thinking is 'constructive’
Nigel Cross has identify five aspects of designerly ways of knowing (1): Designers tackle 'ill-defined' problems Their mode of problem-solving is 'solution-focussed’ Their mode of thinking is 'constructive’ They use 'codes (signs)' that translate abstract requirements into concrete solutions.
Nigel Cross has identify five aspects of designerly ways of knowing (1): Designers tackle 'ill-defined' problems Their mode of problem-solving is 'solution-focussed’ Their mode of thinking is 'constructive’ They use 'codes (signs)' that translate abstract requirements into concrete solutions. They use these codes to both 'read' and 'write' in 'object language'. From these ways of knowing, he drew three main areas of justification for Design in General Education: Design develops innate abilities in solving real-world, ill-defined problems. Design sustains cognitive development in the concrete/iconic modes of recognition Design offers opportunities for development of a wide range of abilities in nonverbal thought and communication.
LIVE theory Readings
Designerly Ways ... Nigel Cross Theory Construction .. K. Friedman course blog
http://iddndmdn371.blogspot.com
theory yes?
theory no?
readings ‌ + thinking of the readings ... ++ doing the readings ... Reading strategies‌ What is the main argument? The hypothesis .. Why, when or what circumstances .. What do you agree with? and why? What do you disagree with? and why? What did you not understand?
things are everywhere ‌ are we indistinguishable from things ..? are we distinguishable from theory ‌?
LIVE theory
designerly ways + ‘a product is frozen information’
IDDN DMDN 371
LIVE THEORY ASSIGNMENT ONE
‘the perfect crime’. jean baudrillard If I could change one thing about the world or about life in the world, it would be ……
experience might yield an answer, theory will propose the better question?
where do good ideas come from?
where do good ideas come from?
http://www.youtube.com/watch?v=NugRZGDbPFU