Context of Practice 2 Research & Epistemology – Part 1
Studio Practice
An aly sis
on ct i fle Re
YOU Personal & Professional Practice
Context of Practice
Evaluation A Model of Integrated Creative Practice
Practice
An aly sis
on ct i fle Re
YOU Professionalism
Theory
Evaluation A Model of Integrated Creative Practice
Knowledge
Analysis
Comprehension
The Learner recalls or recognises information
The Learner separates information into component parts
The Learner changes information into a different, form, format or media
Indicative Terms define, name, memorise, repeat, record, label, list, recall, relate
Indicative Terms distinguish, compare, differentiate, question, calculate, inspect, test, analyse, criticise, examine, experiment
Indicative Terms restate, report, express, describe, locate, explain, discuss, review, identify, recognise, translate, interpret
Application
Evaluation
Synthesis
The Learner solves problems by using appropriate knowledge and generalisations
The Learner makes quantitative and qualitative judgements relating to established criteria
The Learner solves problems by combining information through original and creative thinking
Indicative Terms apply, show, illustrate, use, demonstrate, practice , perform, relate, list, present, produce, design
Indicative Terms estimate, value, measure, compare, appraise, assess,, predict, select, score, rate, critique, review
Indicative Terms compose, establish, propose, manage, create, formulate, plan, organise, assemble, design, prepare, construct, arrange
You solve problems by combining information through original and creative thinking
You change information into a different, form, format or media
You separate information into component parts
Synthesis
Evaluation
Analysis
YOU You recall or recognise information
Knowledge
Application
Comprehension
You make quantitative and qualitative judgements relating to established criteria
You solve problems by using appropriate knowledge and generalisations
Synthesis
Evaluation
Analysis YOU
Knowledge
Application
Comprehension
Experiential Learning
‘Process is more important than outcome. When the outcome drives the process we will only ever go to where we've already been. If process drives outcome we may not know where we’re going, but we will know we want to be there.’ •An Incomplete Manifesto for Growth – Bruce Mau Design In. 2006
[creative practice] doesn’t just straighten and clarify the world, it reflects the world as we venture beyond problem solving into process, experiment and discovery
Martin Venezky
“Everyone is a genius at least once a year. Success comes from having brighter ideas closer together.� The secret to success!
FAIL!
FAIL AGAIN!
FAIL BETTER!
FAIL QUICKER! It gives you more time to ‘get it right next time’.
If we knew what it was we were doing, it would not be called research, would it? Albert Einstein Read more at http://www.brainyquote.com/quotes/keywords/research.html#7CJdav0bGfBTDQOx.99
IDEAS
Research is to see what everybody else has seen, and to think what nobody else has thought. Albert Szent-Gyorgyi Read more at http://www.brainyquote.com/quotes/keywords/research.html#7CJdav0bGfBTDQOx.99
Approaches to the generation and investigation of ideas
Stimulated approach This is a conscious or subconscious search for inspiration from an external repertoire: in the surroundings, media, in discussion, libraries, etc. The main concern here is the development of analogies and associative approaches, which are then further developed into individual solutions.
Werner Gaede - Vom Wort zum Bild
Approaches to the generation and investigation of ideas
Systematic approach This is based on the systematic collection and modification of components, characteristics and means of expression: such as by structuring and restructuring, enlarging and reducing, combining and extracting, replacing, adding, mirroring or reproducing.
Werner Gaede - Vom Wort zum Bild
Approaches to the generation and investigation of ideas
Intuitive approach This is the development of thought process, which is primarily based on internalised perceptions and knowledge, that is to say an internal repertoire. This type of thought process may occur spontaneously, without being evoked specially. This is actually a systematic process that takes place subconsciously. Werner Gaede - Vom Wort zum Bild
Approaches to the generation and investigation of ideas
Stimulated
INTUITIVE
Approach
Approach
INTUITIVE
Systematic
Approach
Approach
Werner Gaede - Vom Wort zum Bild
What is Research? ‌..the big question!
(Research) is the process of finding facts. These facts will lead to knowledge. Research is done by using what is already known.
involves
collecting information
about a subject from a
variety of sources books, journals internet ‌‌..
including the
and
‌.or experiments talking to people
by carrying out
or
and
the
analysis
of this information.
RESEARCH IS……… ……..finding
out by asking the questions….
‘How?’ ‘Why?’ ‘WHAT IF ?’.
TYPES OF RESEARCH
PRIMARY RESEARCH • Research that is developed and collected for a specific end use, usually generated to help solve a specific problem • Research that involves the collection of data that does not yet exist
Types of Research
SECONDARY RESEARCH •Published or recorded data that have already been collected for some purpose other than the current study. •The analysis of research that has been collected at an earlier time (for reasons unrelated to the current project) that can be
applied to a study in progress Types of Research
QUANTITATIVE RESEARCH Deals with facts, figures, and measurements, and produces data which can be readily analyzed. Measurable data is gathered from a wide range of sources, and it is the analysis and interpretation of the relationships across this data that gives the information researchers are looking for.
Types of Research
QUANTITATIVE RESEARCH •Generates numerical data or data that can be converted into numbers. •The gathering and analysing of measurable data. •Research that is objective and relies on statistical analysis, such as surveys.
Types of Research
QUALITATIVE RESEARCH Explores and tries to understand people's beliefs, experiences, attitudes, behaviour and interactions. It generates non-numerical data. The best-known qualitative methods of inquiry include in-depth interviews, focus groups, documentary analysis and participant observation.
Types of Research
QUALITATIVE RESEARCH • A way to study people or systems by interacting with and observing the subjects regularly. • Research that is involved in quality. It can describe events, people etc, without the use of numerical data • Qualitative research is the gathering of information that is not statistical but that gives an idea about the perceptions or views Types of Research
WHAT IS INFORMATION?
Information is the result of processing, manipulating and organizing data in a way that adds to the knowledge of the person receiving it.
What is Information?
Data that has been processed to add or create meaning and hopefully knowledge for the person who receives it. Information is the output of information systems.
Information should be sufficient, competent, relevant, and useful.
What is Information?
Any communication or representation of knowledge such as facts, data, or opinions in any medium or form, including textual, numerical, graphic, cartographic, narrative, or audiovisual forms
What is Information ?
A Brief mention of Methodologies.
Types of Research
Types of Research
Phase 1 Assimilation. •
The accumulation and ordering of general information and information specifically related to the problem in hand.
Phase 2 General study. •
The investigation of the nature of the problem.
•
The investigation of possible solutions or means of solution.
A strategy for thinking through a problem - 1
Phase 3 Development. •The development and refinement of one or more of the tentative solutions isolated during phase 2.
Phase 4 Communication. •The communication of one or more solutions to people either inside or outside the design team.
A strategy for thinking through a problem - 1
Assimilation
General Study
Development
Communication
A strategy for researching into a problem 1
Analysis •
What is the problem / brief/ question about?
•
What do I need to know more about?
•
What already exists?
•
What are the specifications, materials, functions, client preferences that are a fixed part of the brief? Do not attempt to invent solutions at this stage, just background information and parameters.
A strategy for thinking through a problem - 2
Research •
How many ideas occur in response to your analysis?
•
Ask yourself “What happens if ......?”
•
Use lateral thinking & word association to spur originality
•
Find the extremes (simplest to over-the-top / bizarre)
•
Use mechanical trial and error e.g. mock-ups to find how & where to join bits together.
•
Try out likely materials & find their limitations
•
Go for lots of fast possibilities rather than one precious solution.
Be prepared to go back to “Analysis”. A strategy for thinking through a problem - 2
Evaluation •
Which fulfils the brief?
•
Which looks the best?
•
Which does the client/audience/viewer prefer?
•
How does it fit the current ethos/values/ trends….?
•
Is it easy, cheap, expensive, impossible to make?
•
Does it excite/innovate/ intrigue…..?
•
What is its function? Does it work? Be prepared to go back to “Analysis” / “Research”.
A strategy for thinking through a problem - 2
Solution •
usually a compromise between what you want to do, what can be afforded, and what is feasible.
•
Be sure this is acceptable by getting feedback on all the possibilities before you reach this stage.
Be prepared to go back to “Analysis” / “Research”.
A strategy for thinking through a problem - 2
Analysis
Research
Evaluation
Solution
A strategy for researching into a problem 2
START ANYWHERE!
YOU
are at the centre of
YOUR research
Research is what I'm doing when I don't know what I'm doing. Wernher von Braun Read more at http://www.brainyquote.com/quotes/keywords/research.html#7CJdav0bGfBTDQOx.99
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