DISSERTATION PROPOSAL Andres Tellez Committee: Meredith Davis Tsai Lu Liu Sharon Joines Amy Halberstadt Dec. 16, 2014
TC
Table of Content
RQ
Research Question
CF
Conceptual Framework
LR
Literature Review
RD
Research Design
RQ
Research Question
CF
LR
RD
SL
RQ
How do the practices and circumstances in the industrial design studio foster the development of empathy of students for users?
rQ1
How does faculty undertake human-centered issues in the design studio?
rQ2
How do the strategies, methods, and techniques implemented in the studio lead (or not lead) the students to take the perspective of the users?
rQ3
How do the definition of the problem contribute to the students’ consideration of the users’ concerns?
rQ4
How do the students’ expressions of empathy for the user change throughout the design project?
RQ
CF
Conceptual Framework
LR
RD
Human-Centered Design Studio Pedagogy Curricula Instruction
educates
Designer
involves
fosters
acquires
engages in researches ideates prototypes creates tests
Empathy Perspective-Taking Empathic Concern Interpersonal Accuracy develops
Situated Design Project produces
Design Solutions
for
informs participates collaborates tests adopts utilizes
User
RQ
CF
LR
Literature Review
RD
Human-Centered Design Studio Pedagogy Curricula Instruction
Designer
EMPATHY Davis Howe Gerdes Batson Konrath Hogan
Mehrabian & Epstein BaronCohen Thomas
DESIGN EDUCATION Crawford Wiggins & McTighe Dutton Schunk Ward Shulman
Salama Lave & Wenger Kuhn Rogoff Cross
Empathy Perspective-Taking Empathic Concern Interpersonal Accuracy
Situated Design Project Design Solutions
DESIGN PRACTICE Rittel & Webber Goldman d.School Plattner Carroll Brown IDEO
User
METHODOLOGY Creswell Maxwell Lincoln Guba
Groat & Wang Charmaz Austerlitz Strauss
HUMAN-CENTERED Krippendorff Sanders Kouprie Mattelm채ki & Battarbee Steen Oktay Postma Koskinen Fischer Suri ISO
RQ
CF
LR
Literature Review
RD
EMPATHY
DESIGN PRACTICE
DESIGN EDUCATION
HUMAN-CENTERED
METHODOLOGY Font size is proportional to the number of citations of each author
RQ
CF
LR
Literature Review
RD
EMPATHY
Howe
(2013, p. 13)
« [Empathy] consists of affective and cognitive responses, feeling what another person is feeling and understanding why that person feels as he or she does » « [Affective component is] an observer’s emotional response to the affective state of another »
Howe
(2013, p. 14)
« [Cognitive component is based on] seeing, imagining and thinking about a situation from the other person’s point of view »
BaronCohen
(2004, p. 164)
RQ
CF
LR
Literature Review
RD
EMPATHY
Davis
(2006, p. 443)
« [Empathic episode is] an observer being exposed in some fashion to a target, after which some response on the part of the observer occurs » « Organizational Model of Empathy »
Davis
(2006, p. 444)
ANTECEDENTS The Person - Biological readiness - Personality - Learning history The Situation - Strenght of situation - Observer-Target similarity
PROCESSES
INTRA-PERSONAL OUTCOMES
Non-Cognitive - Primary circular reaction - Motor mimicry
Cognitive Outcomes - Interpersonal accuracy - Attributional judgements - Cognitive representations
Helping Behavior
Affective Outcomes - Parallel emotion - Reactive emotion - Empathic concern - Personal distress
Social Behavior
Simple Cognitive - Classical conditioning - Direct association - Labeling Advanced Cognitive - Language-mediated association - Elaborated cognitive networks - Perspective taking
Motivational Outcomes - Forgiveness - Valuing other’s outcomes
INTER-PERSONAL OUTCOMES
Reduced Aggresive Behaviors
RQ
CF
LR
Literature Review
RD
HUMAN-CENTERED DESIGN
« Landscape of Human Centered Design » Led by Design
Sanders & Stappers
Critical Design
(2008, p. 6)
Generative Design Research
Probes
User as Subject
User-Centered Design
Usability testing
Participatory Design Research
Contextual inquiry
Human factors and Ergonomics
Lead-user innovation “Scandinavian” Applied ethnography
Led by Research
User as Partner
Generative Tools
Design and Emotion
RQ
CF
LR
Literature Review
RD
HUMAN-CENTERED DESIGN
Co-creator
(2006, p. 3)
Adapter
Level of Involvement
Sanders
« Evolution of the labels used to refer to the people served through design »
Participant User Consumer Customer 1980’s
1990’s
2000’s
« [Empathy helps designers to move] beyond egocentric views of the world and no longer design based on their own needs, desires, experiences or preferences »
Plattner & Colleagues (2012, p. 164)
RQ
CF
LR
Literature Review
RD
DESIGN EDUCATION
« [Signature pedagogies are] the characteristic forms of teaching and learning that (...) organize Shulman the fundamental ways in which future practitioners (2005, p. 52) are educated for their new professions » « [The design studio is] a contributor to signature pedagogies, because it helps to structure learning and teaching and prepares students for professional studio activities »
Sims & Shreeve (2012, p. 57)
RQ
CF
LR
Literature Review
RD
DESIGN EDUCATION
Cross
(2006, p. 7)
« Design problems are ill-defined, ill-structured, or ‘wicked’ (...) They are not problems for which all the necessary information is, or ever can be, available to the problem-solver. They are therefore not susceptible to exhaustive analysis, and there can never be a guarantee that ‘correct’ solutions can be found for them. » « [ In apprenticeship, a learning model associated with design education] novices advance their skills and understanding through participation with more skilled partners in culturally organized activities »
Rogoff
(1990, p. 39)
LR
RD
Research Design
Data Collection
Data Analysis
Pa ra
dig
m
Research Strategy Site and Participants
Naturalistic Paradigm
do
log
y
Data Collection
Me
tho
Grounded Theory
Memoing
ue
s
Coding
niq
CF
Te ch
RQ
Participant Discourse Observation Analysis
Document Analysis
Empathy Semistructured Artifact Interviews Analysis Tests
RQ
CF
LR
RD
Research Design
Data Collection
Data Analysis
DATA COLLECTION
CODING
MEMOS
Research Strategy Site and Participants
BEFORE DESIGN STUDIO
DURING DESIGN STUDIO (ACADEMIC SEMESTER: 16 WEEKS)
AFTER DESIGN STUDIO
DATA COLLECTION
DATA ANALYSES
Semistructured Interviews
Document Analysis
Photography
Transcription
Statistical Analysis
Participant Observation
Artifact Analysis
Audio Recording
Coding
Memoing
Discourse Analysis
Empathy Tests
Note Taking
Categories Selection
Theoretical Memoing
RQ
CF
LR
RD
Research Design Research Strategy
Site and Participants Data Collection
Data Analysis
FIRST YEAR DESIGN STUDIO
ADVANCED INDUSTRIAL DESIGN STUDIO
• Foundational design studio. • Undergraduate level (1st year). • Improvement of skills, methods, and knowledge of design practice. • Larger scope of context understanding.
• Advanced studies in industrial design. • Graduate level (Master). • Emphasis on problem identification, program formulation and application of advanced design methods (e.g. HCD).
Source: NCSU Design Flickr
RQ
CF
LR
RD
Research Design Research Strategy
Research
Site and Participants
Data Collection
Ideation
Data Analysis
Prototyping and Testing
GROUP 1: Human-Centered Design Studio (ID Program) GROUP 2: Foundational Design Studio (ID Program)
1
2
3
4
5
6
7 8 9 10 ACADEMIC SEMESTER (16 WEEKS)
11
12
13
14
15
16
DATA COLLECTION Participant Observation
Semistructured Interviews
Document Analysis
Discourse Analysis
Artifact Analysis
Empathy Tests
RQ
CF
LR
RD
Research Design Research Strategy
Site and Participants
DATA COLLECTION
Data Collection
DATA ANALYSIS: CODING
Data Analysis DATA ANALYSIS: MEMOING
Artifact Analysis Photography Categories Selection
Participant Observation Note Taking Coding
Semistructured Interviews Audio Recording
Transcription Memoing
Discourse Analysis
Document Analysis
Empathy Tests
Theoretical Memoing
Statistical Analysis
QUESTIONS / COMMENTS