Design timelines: Concrete and sticky representations of design process expertise

The Maker and DIY craft movements promote values of democratization, creativity, and customization [12]. While the associated informal learning structures - makerspaces, workshops, and DIY tutorials - support fabrication, they do not necessarily scaffold design learning [27]. Here, I present my work on design learning in formal and informal contexts and propose the re-design of DIY instructions to better support and understand informal design learning.

https://dl.acm.org/doi/pdf/10.1145/3325480.3326561

Explorable Instructions: Crafting Designerly DIY Tutorials

This paper explores how guided discovery can be used to connect insights from the ever-growing body of research on design processes with design teaching. This paper focuses on a specific instance of a guided discovery activity in which engineering students were invited to engage with selected timelines from a study of designer processes; guidance included prompts at two points in time. The goal was to see if the students could discover meaningful insights about the design process and what features of design processes contribute to quality solutions. The students in this study succeeded in discovering six meaningful insights about the design process. The distribution of students’ insights was not the same at the two timepoints, suggesting that the guidance is important in what students discovered. Our findings speak to the value of the specific guided discovery activity that we studied, and the overall idea of developing activities using guided discovery.

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“Spend another day in our class talking about this research please”: Student insights from a research - based design thinking exercise

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“Spend another day in our class talking about this research please”: Student insights from a research - based design thinking exercise