Embed Size (px)
Citation preview
John S Gero MIT Class 4.209 Winter 2002
SITUATEDNESS
John S Gero MIT Class 4.209 Winter 2002
Basic IdeasInteraction not just encodingConstruction not just recall
Cognitive ScienceDewey (1896): “Sequences of acts are composed such that
subsequent experiences categorize and hence give meaning to what was experienced before.”
Gero (1998): “where you are when you do what you do matters”
Experimental StudiesSchön and Wiggins (1992): “interaction of making and seeing”
Suwa, Gero and Purcell (1999): “Sketches serve as a physical setting in which design thoughts are constructed on the fly in a situated way.”
Situatedness
John S Gero MIT Class 4.209 Winter 2002
“Where you are when, matters”
John S Gero MIT Class 4.209 Winter 2002
John S Gero MIT Class 4.209 Winter 2002
John S Gero MIT Class 4.209 Winter 2002
“What you focus on, matters”
John S Gero MIT Class 4.209 Winter 2002
John S Gero MIT Class 4.209 Winter 2002
John S Gero MIT Class 4.209 Winter 2002
“What you are looking for affects what you see”
John S Gero MIT Class 4.209 Winter 2002
No unique representation of world, depends partly on your expectations
John S Gero MIT Class 4.209 Winter 2002
SITUATION
EXPERIENCE MEMORIES
Constructive Memory
John S Gero MIT Class 4.209 Winter 2002
Constructive Memory
John S Gero MIT Class 4.209 Winter 2002
Hypothesizing
pull
push
Interpretation
ExternalWorld
ExpectedWorld
InterpretedWorld
Action
SITUATEDNESS: An interaction of different worlds
John S Gero MIT Class 4.209 Winter 2002
Process Theory of Designing based on FBS
PROCESS THEORY of DESIGNING1 = formulation2 = synthesis3 = analysis4 = evaluation5 = documentation6 = reformulation -17 = reformulation -28 = reformulation -3
F = function = transformationBe = expected behavior = comparisonBs = behavior derived from structureS = structureD = design description
John S Gero MIT Class 4.209 Winter 2002
push-pullfocussingcomparisontransformation
Situated FBS Theory of Designing
New processes
John S Gero MIT Class 4.209 Winter 2002
Formulation
John S Gero MIT Class 4.209 Winter 2002
Synthesis
John S Gero MIT Class 4.209 Winter 2002
Analysis
John S Gero MIT Class 4.209 Winter 2002
Evaluation
John S Gero MIT Class 4.209 Winter 2002
Documentation
John S Gero MIT Class 4.209 Winter 2002
Reformulation Type 1
John S Gero MIT Class 4.209 Winter 2002
Reformulation Type 2
John S Gero MIT Class 4.209 Winter 2002
Reformulation Type 3
John S Gero MIT Class 4.209 Winter 2002
Initial Representation
John S Gero MIT Class 4.209 Winter 2002
John S Gero MIT Class 4.209 Winter 2002
Example
Sepulchral Church, Sir John Soane, 1796
John S Gero MIT Class 4.209 Winter 2002
Learning the situatednessCs1
Cs2Sm Ad
PrRc
FocusSituation
Duality
Sm
Pr
Ad
Rc
Focus
Situation
Situation
f1t1
f2
t2
John S Gero MIT Class 4.209 Winter 2002
Multiple situations
R30R31
R28R29
k1 k2k3k4
Focus
R32
SituationR27R26R24R25
k2k3k5
Focus Situation
k1k2k3k6
Focus Situation
k1
(F1) (t102)(F1) (t101)
(F1) (t1)
Regularity I
Regularity IIRegularity III
John S Gero MIT Class 4.209 Winter 2002
Implementation
S2S3S1
S1
S1
S1
S1S1
S1S1
S2
(a) (b)
S2S3S1
S1S1
S1
S2S3S1
S1S1
S1
S3S3
S3
(c) (d)
John S Gero MIT Class 4.209 Winter 2002
(a)
(b) (c)
S5
S2
S5
S5
S2
S5
S1
S2
S5
S1
Providing different moves(alternatives) in response to design actions
John S Gero MIT Class 4.209 Winter 2002
Schön and Wiggins (1992): “interaction of making and seeing”
Representation (R) Process (P) Computation (C) C = P x {R} C = R x {P}
John S Gero MIT Class 4.209 Winter 2002
Situated Sketching (after Stiny & after Schön)
An area of interest is focused on.
Memory constructed from previous, recalled experiences.
Situations are constructed/recalled.
“Interesting” new shapes are learned.
Situated “Reflection-in-Action”
