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Emma Jefferies spoke about change in mindset which led to a short discussion about the wider meaning and integration of design and research.
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Embarking on research - how does this change your mindset as a designer?
Emma Jefferies (Nearly a Dr.!)
Background
Multimedia Designer >
PhD in Design - Developing and Fostering Designers’ Visual Skills
Would research affect my creative?
What would be gained through engaging in research?
What is your mindset as a designer?
What is your mindset as a researcher?
My Design Mindset
As a designer I...
learn through doing and interacting with a community - observing, thinking and communicating
am interested in understanding humans - how we think,communicate and interact with each other
am inquisitive and open minded - Asking why and why not?
am determined
like findings new approaches
Designbrief
Designartefact
Gainfeedback
My Design Approach
My Research Mindset
As a research I...
learn through doing and visualising - trial and error
am interested in human learning
am open minded and questioning
am determined
finding new approaches
learn through enabling collaboration
learn through explicit reflection on experience and self
Example 1:The focus of the studyLearn through doing and visualising
Open minded and questioning
Determined
How can a designers’ visual knowledge and processes (visual reading and writing skills) be fostered in a digital era?
Levels of visual literacy skills are not consistent with design experience
Example 1:The focus of the study
Levels of visual literacy skills are not consistent with design experience
Viewpoint of visual development changed:- Everyone has their own visual practices,foster through reflection.- Cognitive > social
This realisation lead to a change in:Focus: How are designers’ visual practices developed and fostered?Paradigms (quantitative to qualitative) to make a new contribution.
Example 1:The focus of the study
Example 2:My research approach
collaboration
reflection
Designartefact Stage A
Stages:A – Planning, designing and creating a prototype
Example 2: My research approach
Designartefact
community
Stage A
Stage B
Stages:A – Planning, designing and creating a prototype
B – Implementing the artefacts
Example 2: My research approach
Designartefact
community
Stage A
Stage BSt
age C
Stage C
Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefacts
Example 2: My research approach
Designartefact
community
Stage A
Stage BSt
age C
Stage D
Stage C
Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefacts
D – Discussing the problems that have been identified with co-participants
Example 2: My research approach
Designartefact
community
Stage A
Stage BSt
age C
Stage D
Stage E
Stage C
Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefactsD – Discussing the problems that have been identified with co-participants
E – Redesigning the artefacts
Task 2 10
Seeing:...She works hard through trial and error
where decisions are based on personal
opinion and knowledge.
...She can see the need for change if
this is pointed out to her.
Reflect:...She doesn’t reflect on her work or herself,
therefore her decision-making is not informed.
‘Looking but not seeing’
Barriers which stop 'Seeing’:... single minded does not seek to add to
her knowledge pool.
...unquestioning about her work, finds it
difficult to offer suggestions to others.
To improve: She need to take responsibility for her work by:1. Reflecting regularly, questioning ‘what’, 'where' and 'how, to understand
'what is appropriate' for her audience.
2. Employing methods to question and update her knowledge during the:
a. Research stage:
Expand: Brainstorming and sketch work.
Explore: Inspiration of all types,
magazines, artists, exhibitions, looking
around and see alternatives.
Analysis: Taking time to “see”, and analyse
what they are seeing.
b. Development stage:
Expand: Brainstorming and sketch work.
Explore: Inspiration of all types, be
inquisitive and question visual images
throughout the design process.
Analysis: To employ guidance from others.
Seeing:...Knows he is capable of ‘seeing’ using
trial and error and previous knowledge,
but will realise there are other ways to
see by:
-taking photographs
-understanding his audience
-sketching
-new research material.
...He takes responsibility of his work by:
-questioning his work.
-offering feedback to others,
wants to contribute.
-being able to take direction
and incorporate this into his
practice.
Reflect:...He reflects on his work giving a good
diagnosis, see his weaknesses. However he
does not yet reflect on himself.
‘Looking and Seeing’
Barriers which stop 'Seeing’:...sometimes he does not know when and
how to use his ‘seeing’ ability.
...does not feel confident enough to look
round the edges.
...pursuit of perfection can stop him
moving on and experimenting.
To improve: He needs to take ownership of his learning through:3. Reflecting on himself:
a. To realise when it is necessary to
take some time to 'think', when the
stake are high. Asking: ‘Why am I doing
it this way?’.
b. To acquire an understanding of any
weakness in his learning style.
Asking: ‘…is there anything stopping
me from seeing?’
4. Developing as a self-directed learner by:
a. Actively seeking to update his
knowledge rather than waiting for
information from others.
b.Seeing that failure is a positive thing,
and that failure early in a project can
lead to a better outcome and
learning experience.
Seeing:...Applies himself to new challenges by:
-looking at the audience and
brainstorming.
-discover new knowledge to
help him solve problems.
-interested in looking beyond
his peer group for insights.
-comparing his work to others
-actively seeking feedback from
others.
-still working by trial and error
but guided by a systematic
process,developed through
past notes.
...However, he realises the importance of
evaluating 'what is appropriate', before
putting new process and data into
practice.
Reflect:....takes ownership of his own learning by:
- questioning what he
does not understand.
-takes responsibility for his work.
-Reflects upon problems actively,
(regularly).
-reflect on himself.
Barriers which stop 'Seeing’:...There may be times when he over reflects,
which stops him from solving the problem.
To improve: He must constantly transform his ability to see andlearn through:5. Continuing to question, evolve, experiment and change
6. Apply reflection on a plan by:
a. Acquiring an understanding
of any weakness in his learning,
taking this into account when
planning.
b. Developing some imaginativeways to plan, trying newmethods 'of seeing'.
c. Being more adventurous, trying
out new ideas or tools. Feeling brave
enough to explore further, analyse
what is unusual and what is not
understood.
‘Knows when to look
and when to see’
Mrs. Hudson
Dr. Watson
SherlockHolmes
Handout
2 -
Vis
ual In
quir
y P
ers
onas
Task 2 10
Seeing:...She works hard through trial and error
where decisions are based on personal
opinion and knowledge.
...She can see the need for change if
this is pointed out to her.
Reflect:...She doesn’t reflect on her work or herself,
therefore her decision-making is not informed.
‘Looking but not seeing’
Barriers which stop 'Seeing’:... single minded does not seek to add to
her knowledge pool.
...unquestioning about her work, finds it
difficult to offer suggestions to others.
To improve: She need to take responsibility for her work by:1. Reflecting regularly, questioning ‘what’, 'where' and 'how, to understand
'what is appropriate' for her audience.
2. Employing methods to question and update her knowledge during the:
a. Research stage:
Expand: Brainstorming and sketch work.
Explore: Inspiration of all types,
magazines, artists, exhibitions, looking
around and see alternatives.
Analysis: Taking time to “see”, and analyse
what they are seeing.
b. Development stage:
Expand: Brainstorming and sketch work.
Explore: Inspiration of all types, be
inquisitive and question visual images
throughout the design process.
Analysis: To employ guidance from others.
Seeing:...Knows he is capable of ‘seeing’ using
trial and error and previous knowledge,
but will realise there are other ways to
see by:
-taking photographs
-understanding his audience
-sketching
-new research material.
...He takes responsibility of his work by:
-questioning his work.
-offering feedback to others,
wants to contribute.
-being able to take direction
and incorporate this into his
practice.
Reflect:...He reflects on his work giving a good
diagnosis, see his weaknesses. However he
does not yet reflect on himself.
‘Looking and Seeing’
Barriers which stop 'Seeing’:...sometimes he does not know when and
how to use his ‘seeing’ ability.
...does not feel confident enough to look
round the edges.
...pursuit of perfection can stop him
moving on and experimenting.
To improve: He needs to take ownership of his learning through:3. Reflecting on himself:
a. To realise when it is necessary to
take some time to 'think', when the
stake are high. Asking: ‘Why am I doing
it this way?’.
b. To acquire an understanding of any
weakness in his learning style.
Asking: ‘…is there anything stopping
me from seeing?’
4. Developing as a self-directed learner by:
a. Actively seeking to update his
knowledge rather than waiting for
information from others.
b.Seeing that failure is a positive thing,
and that failure early in a project can
lead to a better outcome and
learning experience.
Seeing:...Applies himself to new challenges by:
-looking at the audience and
brainstorming.
-discover new knowledge to
help him solve problems.
-interested in looking beyond
his peer group for insights.
-comparing his work to others
-actively seeking feedback from
others.
-still working by trial and error
but guided by a systematic
process,developed through
past notes.
...However, he realises the importance of
evaluating 'what is appropriate', before
putting new process and data into
practice.
Reflect:....takes ownership of his own learning by:
- questioning what he
does not understand.
-takes responsibility for his work.
-Reflects upon problems actively,
(regularly).
-reflect on himself.
Barriers which stop 'Seeing’:...There may be times when he over reflects,
which stops him from solving the problem.
To improve: He must constantly transform his ability to see andlearn through:5. Continuing to question, evolve, experiment and change
6. Apply reflection on a plan by:
a. Acquiring an understanding
of any weakness in his learning,
taking this into account when
planning.
b. Developing some imaginativeways to plan, trying newmethods 'of seeing'.
c. Being more adventurous, trying
out new ideas or tools. Feeling brave
enough to explore further, analyse
what is unusual and what is not
understood.
‘Knows when to look
and when to see’
Mrs. Hudson
Dr. Watson
SherlockHolmes
Handout
2 -
Vis
ual In
quir
y P
ers
onas
Example 3: Innovating the viva
finding new approaches
To devise shorter questions - post-it notes
Present a visual map of thesis for presentation and debate
DISCUSSION MAP:Characteristics of a Meaningful Visual Pedagogy in Design Education
Research Question
‘How can visualpedagogy in designeducation becomemeaningful to designstudents andeducators?’
Research Opportunity
a. Understanding howstudents’ visualpractices are currentlyfostered in designeducation.
b. Understanding howstudents’ visualpractices can befostered in designeducation.
Hypothesis
Developingcharacteristics of avisual pedagogy thatpromote explicit andstudent-centredapproaches to fosteringstudents’ visualpractices willcontribute tomeaningful learningexperiences.
Studio Model: Visual literacy is developed through doing, dialogue, questioning,self-reflection and self-awareness
Explore:Case Study
Sociocultural Way of Seeing
RC1 Identify:Literature Review
Developing how thegroup interacts witheach other.
Explore:Peer review
IdentifyOpportunities
andStrategies
FirstOpportunity
andStrategy
OpportunitySociocultural
Way of Seeing
1.Linguistic
FirstOpportunity
andStrategy
Linguistic
Sociocultural
OpportunitySociocultural
Way of Seeing
2.Sociocultural-Group
-Holistic
SocioculturalWay ofSeeing
TheCharacteristics
ashared
understandingof visual practices
that involves aparticular
designcommunity.
TheSherlock Holmes
Personas
Explore:Action Research
Group interacts:common language,aspirations.
(p.279)
RC2 Explore:Visual ExperimentFinding 1Levels of visual literacyskills are not consistentwith design experience.(p.139)
RC3
RC4
RC5
StrategyExploring Differing
Perspectives ofVisual Literacy in
DesignEducation
(p.282)
Fostering students’visual practices in aholistic manner. (p.200)
Reading the Narrative Sherlock Holmes Personas
Holistic manner:independent learning,engagement.(p.235)
Drawn from visualliteracy and learningtheory. (p.35)
Identify:Literature Review
Explore:Peer review
Explore:Case Study
Individual’sWay ofSeeing
aself-awareness
of an individual’sown visual
practices that canbe explicitly
communicatedto others.
Reflectivediaries
Drawn from design and learning theory(p.39)
(p.283)
Individual’s Way of Seeing
RC1
RC4
RC5
Explore:Action ResearchRC3
(p.39)
OpportunityIndividual’s
Wayof Seeing
StrategyReflect andArticulate
their VisualPractices
SecondOpportunity
andStrategy
Self-assessment
OpportunityIndividual’s
Wayof Seeing
StrategyReflect andArticulate
their VisualPractices
SecondOpportunity
andStrategy
Self-assessment
Learning style exercise in theaction research
Learning Log in the action research(p.166)
Learning Log in the case study (p.39)
Identify:Literature Review
Explore:Visual Experiment
Enabling students’questioning of whatand how they
Explore:Peer review
Explore:Action Research
Explore:Case Study
ThirdOpportunity
andStrategy
OpportunityCriticalWays
of Seeing
QuestionWhat
and How
Whatdefamiliarisation
Howmeta-
cognitiveknowledge
IdentifyOpportunities
andStrategies
Strategy
Drawn from visualliteracy, learningtheory andtechnology factors.(p.41)
CriticalWays ofSeeing
TheCharacteristics
PracticalExamples
How:Looking and
Seeing
acritical awarenessof an individual’s
or group’'s Ways ofSeeing that allows the
individual toanalyse and question
what andhow they see.
(p.41)
(p.208)
(p.250)
Critical Ways of Seeing
What:deBono’s 6 Hats
RC1
RC2
RC3
RC4
RC5
Finding ThreeDifferences werefound between visualliteracy skills whenaltering a visualcomponent of an imagefor different domains.
de Bono’s Six Thinking Hats Critical Viewing
Self-Evaluation Activity
Philosophy
SocioculturalWay ofSeeing
CriticalWays ofSeeing
TheCharacteristics
Communication:ashared
understandingof visual practices
that involves aparticular
designcommunity.
TheSherlockHolmes
Personas
Individual’sWay ofSeeing
aself-awareness
of an individual’sown visual
practices that canbe explicitly
communicatedto others.
Reflectivediaries
PracticalExamples
What:deBono’s 6 Hats
How:Looking and
Seeing
acritical awarenessof an individual’sor group’s Ways of
Seeing that allows theindividual to
analyse and questionwhat and
how they see.
Design studentswill develop visualpractices through
dialogue, with tutorsand peers, which help
them to questionwhat and
how they see.
(p.279)
Characteristics of a Meaningful Visual Pedagogy in Design EducationA response to the research question:
The Characteristics Aid Educational Objectives
Understanding:Design students
will develop visualpractices through anunderstanding of how
they have applied theirvisual skills
during a designproject.
The characteristicsprovide a structure,processes andpractical examplesto inform the act offostering students’visual practices indesign education.
(p.296)
Design Process
The design processaids engagement withthe characteristics;which enables theresearch to becomea usable piece ofknowledge, aidingquestioning of howstudents’ visualpractices are fosteredand how theywish to develop them.
(Section 8.4) (Section 8.5.1)
The philosophy thatunderlies thecharacteristics providesthe beneficiariesinvolved in designeducation with a clearpicture of how designstudents can developtheir visual practices.
(Section 8.5.2)
4. Change in mindset?
What as not change?
learn through artifacts and visualising - trial and error
Interested in human
Open minded and questioning
Determination
Finding new approaches
Embody the problem
What has changed?
Learn through enabling collaboration
Learn through explicit reflection on experience and self
Development of social process through the design of artefact
So What?
Increased ability to deal with complexity problem
Understand and critical of different viewpoints
Enable creative in others
Thank you. Questions are welcome