The Problem Of Formulating Design Problems
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The Problem of Formulating Design Problems
Author: Juan Felipe Ruiz Muñoz
language: en
Publisher: Linköping University Electronic Press
Release Date: 2020-11-23
It is common for a design team to be handed a problem to solve for others. The handing over is normally referred to as a ‘briefing’ process, and the documentation of the starting point and what is to be done is known as a ‘brief’. It is known that the way we frame and understand a problem influences what paths we see to potential solutions. The aim of this thesis is to understand what makes a good design brief and to do so in order to create an empirically informed, and theoretically underpinned, typology of design briefs and the kind of search processes they are disposed to induce. Different bodies of literature have tried to grasp how design solves problems in order to understand designer’s behavior and ultimately facilitate or improve it. Distinctions can, and have been made, between different kinds of problem formulations, as well as different problem-solving approaches. This thesis aims to integrate two previously distinct literatures, search process from the organizational perspective developed by James G. March, Herbert A. Simon, Richard Cyert and others and Design and the Design Process from the perspectives of authors such as Donald Schön, Kees Dorst and Nigel Cross among others, to propose a typology of design briefs in order to ultimately facilitate problem formulation and subsequently facilitate the design process. The simple and immediate answer to the question of what makes a good design brief is: ‘that depends’. It depends on the design process to be followed (if there is one), it depends on the kind of goals that should be achieved, the time available, and it also depends on how much and what is known about the problem and potential solutions. Based on this, four ideal types of design briefs are articulated, including the expected associated search behavior and challenges of design teams. Det är vanligt att ett designteam får ett problem att lösa åt andra. Överlämnandet kallas normalt en ”briefing” -process och dokumentationen av utgångspunkten och vad som ska göras kallas ett ”design brief ”. Det är känt att det sätt vi ramar in och förstår ett problem påverkar vilka vägar vi ser till potentiella lösningar. Syftet med denna avhandling är att förstå vad som gör ett bra ”design brief ” och att göra det för att skapa en empiriskt informerad och teoretiskt underbyggd typologi av design brief och vilken typ av sökprocesser de uppmuntrar. Olika litteratur har försökt förstå hur design löser problem för att förstå designerns beteende och i slutändan underlätta eller förbättra det. Skillnader kan och har gjorts mellan olika typer av problemformuleringar och olika problemlösningsmetoder. Denna avhandling syftar till att integrera två tidigare distinkta litteraturområden, sökprocess ur det organisatoriska perspektivet som utvecklats av James G. March, Herbert A. Simon, Richard Cyert och andra samt Design och designprocessen ur perspektiv av författare som Donald Schön, Kees Dorst och Nigel Cross bland andra för att föreslå en typologi av design brief för att underlätta problemformulering och därmed också underlätta designprocessen. Det enkla och omedelbara svaret på frågan om vad som gör ett bra design brief är: ”det beror på”. Det beror på designprocessen som ska följas (om det finns en), det beror på vilken typ av mål som ska uppnås, den tillgängliga tiden, och det beror också på hur mycket och vad som är känt om problemet och potentiella lösningar. Baserat på detta artikuleras fyra idealtyper av design brief, inklusive det förväntade associerade sökbeteendet och utmaningar för designteam.
Learning to Solve Problems
This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case. Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.
Designerly Ways of Knowing and Thinking
This book is an edited collection of key lectures and foundational publications by Professor Nigel Cross on creative design thinking. This is an expanded and updated new edition of the previous version, with three additional chapters. The book investigates and explains the nature of designerly ways of knowing and thinking, and offers rich insights into a field of study that provides important foundations for design education, research and practice. The view that designers have and use particular designerly ways of knowing and thinking developed from new approaches in design education and new empirical studies of design processes. The concept was first clearly articulated by Professor Cross, one of the most respected design researchers internationally. Since then, the field of study has grown considerably, as both design education and design research have developed together into a practice-based discipline influential across many spheres of design and innovation. As an extensive review of scholarship and research, and a resource for studying designerly ways of knowing and thinking, the book will be of value to researchers, teachers, students and practitioners across all fields of design, including engineering and architectural design, industrial and product design, software and service design. It will also be of interest to those engaging in creative developments across a wide range of social and technological innovation.