These slides explains how design activity can expand its object from construction materials to emergent performances. This is part of the lectures on Design Thinking from PUCPR.
Historical evolution of the design object, from construction materials to emergent performances. It presents a coherent theory of use value, cocreation, experience design and more. This is the first slide of the Design Thinking course given by Frederick van Amstel at PUCPR.
Systematic, intuitive and expansive design thinkingUTFPR
This document discusses three types of design thinking: systematic, intuitive, and expansive.
Systematic design thinking involves defining requirements up front, designing separate and interconnected components, and making decisions based on quantitative data. Intuitive design thinking stems from inspiration and involves refining conceptual sketches through alternatives and models. Expansive design thinking emphasizes developing empathy, collaboration across disciplines, and holistic visions that consider social and technical factors.
The document provides examples of where each type is commonly used and schools that teach expansive design thinking, such as Stanford's d.School, which aims to spread IDEO's particular approach and uses flexible spaces, prototyping tools, and activities like posting notes to enable collaboration.
This document discusses design methodologies and metadesign. It defines methodology as the critical study of methods from a theoretical perspective, while method refers to techniques used to achieve results. Design methodologies are based on worldview, theory, and experience. Agile methodology focuses on iterations and user dialogue. Metadesign involves designers redesigning their own processes to deal with new complex problems. It discusses abstraction levels, diagrams, parametric design, emergence, and criticisms of excessive formalization through technology. Alternative approaches like Arquitetura Livre emphasize informalization over formalization and multiple perspectives.
The document provides an overview of the author's experiences using design thinking in educational settings. It describes several design thinking workshops conducted at universities in Germany between 2013-2019. The workshops focused on topics like website redesign, course design, learning spaces, and social inclusion. Design thinking activities included brainstorming solutions with LEGOs, creating customer journey maps, and prototyping ideas. Student feedback indicated benefits like increased empathy and reduced biases, but also potential challenges like frustration and shallow ideas.
The document is a course description for a concept design course taught by Dr. Mariana Salgado. It provides an overview of the course structure and topics that will be covered during the 5 class meetings. These include defining concept design, developing concepts through scenarios and personas, testing concepts, and final presentations. It also describes some of the methods that will be used during the classes like brainstorming, visualizations, and applying Edward de Bono's 6 Thinking Hats technique to analyze concepts.
Design Thinking For Educational Technology Stefanie Panke
The document provides an overview of design thinking. It discusses what design thinking is, how it can be used to solve "wicked problems", and some related approaches like LEGO Serious Play and participatory design. It also shares examples of design thinking workshops conducted at universities in Germany to redesign websites and develop curricula. Participants provided positive feedback on the creativity and cross-disciplinary nature of design thinking, though some noted it lacks ways to further develop ideas.
The document discusses rapid prototyping in instructional design. It begins by summarizing an author's experience with how instructional design theories did not always match real-world practice, and that situated learning depends on unique project circumstances. It then provides an overview of the history and benefits of rapid prototyping, including clarifying needs, enhancing creativity, and reducing errors. Different types of prototypes are described like paper prototypes, wireframes, and electronic prototypes. The advantages of rapid prototyping include encouraging participation, enabling iteration, and detecting errors earlier.
1) Developing strong architectural concepts requires intense effort to integrate new ideas and bring different things together in a creative way, rather than ideas flowing smoothly.
2) Communicating concepts is difficult, both explaining them to others and to oneself. Architects must learn dialogue within their own minds before explaining to others.
3) Receiving audiences for concepts can have different levels of understanding depending on their background, and architects must consider their specific audience. Common tests and elitism can also influence reception of concepts.
Historical evolution of the design object, from construction materials to emergent performances. It presents a coherent theory of use value, cocreation, experience design and more. This is the first slide of the Design Thinking course given by Frederick van Amstel at PUCPR.
Systematic, intuitive and expansive design thinkingUTFPR
This document discusses three types of design thinking: systematic, intuitive, and expansive.
Systematic design thinking involves defining requirements up front, designing separate and interconnected components, and making decisions based on quantitative data. Intuitive design thinking stems from inspiration and involves refining conceptual sketches through alternatives and models. Expansive design thinking emphasizes developing empathy, collaboration across disciplines, and holistic visions that consider social and technical factors.
The document provides examples of where each type is commonly used and schools that teach expansive design thinking, such as Stanford's d.School, which aims to spread IDEO's particular approach and uses flexible spaces, prototyping tools, and activities like posting notes to enable collaboration.
This document discusses design methodologies and metadesign. It defines methodology as the critical study of methods from a theoretical perspective, while method refers to techniques used to achieve results. Design methodologies are based on worldview, theory, and experience. Agile methodology focuses on iterations and user dialogue. Metadesign involves designers redesigning their own processes to deal with new complex problems. It discusses abstraction levels, diagrams, parametric design, emergence, and criticisms of excessive formalization through technology. Alternative approaches like Arquitetura Livre emphasize informalization over formalization and multiple perspectives.
The document provides an overview of the author's experiences using design thinking in educational settings. It describes several design thinking workshops conducted at universities in Germany between 2013-2019. The workshops focused on topics like website redesign, course design, learning spaces, and social inclusion. Design thinking activities included brainstorming solutions with LEGOs, creating customer journey maps, and prototyping ideas. Student feedback indicated benefits like increased empathy and reduced biases, but also potential challenges like frustration and shallow ideas.
The document is a course description for a concept design course taught by Dr. Mariana Salgado. It provides an overview of the course structure and topics that will be covered during the 5 class meetings. These include defining concept design, developing concepts through scenarios and personas, testing concepts, and final presentations. It also describes some of the methods that will be used during the classes like brainstorming, visualizations, and applying Edward de Bono's 6 Thinking Hats technique to analyze concepts.
Design Thinking For Educational Technology Stefanie Panke
The document provides an overview of design thinking. It discusses what design thinking is, how it can be used to solve "wicked problems", and some related approaches like LEGO Serious Play and participatory design. It also shares examples of design thinking workshops conducted at universities in Germany to redesign websites and develop curricula. Participants provided positive feedback on the creativity and cross-disciplinary nature of design thinking, though some noted it lacks ways to further develop ideas.
The document discusses rapid prototyping in instructional design. It begins by summarizing an author's experience with how instructional design theories did not always match real-world practice, and that situated learning depends on unique project circumstances. It then provides an overview of the history and benefits of rapid prototyping, including clarifying needs, enhancing creativity, and reducing errors. Different types of prototypes are described like paper prototypes, wireframes, and electronic prototypes. The advantages of rapid prototyping include encouraging participation, enabling iteration, and detecting errors earlier.
1) Developing strong architectural concepts requires intense effort to integrate new ideas and bring different things together in a creative way, rather than ideas flowing smoothly.
2) Communicating concepts is difficult, both explaining them to others and to oneself. Architects must learn dialogue within their own minds before explaining to others.
3) Receiving audiences for concepts can have different levels of understanding depending on their background, and architects must consider their specific audience. Common tests and elitism can also influence reception of concepts.
This is an introduction workshop to Designing Interactions / Experiences module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp.
The document discusses architectural concepts and how they are developed and expressed. It defines a concept as an idea or thought that provides identity and direction for a project. Concepts can come from a site, program, culture or influences. They should provide an exterior expression and interior experience. Concepts are expressed through diagrams, models, analogy, and metaphor to convey relationships and ideas. Developing a strong concept gives depth and meaning to a design.
This is the 5th (fifth) lecture of the "Designing Interactions / Experiences" module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp. In this presentation we discuss the different design artifacts typically produced during the ideation stage
This document provides an overview of an upcoming learning design workshop on applying design thinking approaches to learning. It discusses the objectives of thinking about why learning design is needed, introducing the design process and strategies like problem-finding and ideation. It also covers exploring analogies to trigger ideas for learning experiences. The workshop will focus on the learner experience over technology. Groups will use concepts like an amazing race, reading under a tree, and drinking coffee to generate keywords for potential learning interventions for an example client brief on HIV/AIDS training.
The document discusses the challenges of designing for complex systems and issues. It proposes that designers may be hitting a ceiling in terms of the complexity they can handle. To address this, it outlines 8 agendas for creating new design practices that can help designers work with complexity, such as creating complex chunks of information, constructing precedent libraries, mirroring external complexity in project teams, and thinking complexly about problems and solutions. The overall aim is to help designers work on "big problems" and "beyond design" through new approaches.
The document discusses the design solution process, which involves first defining a problem statement and then generating ideas through ideation. It describes techniques for deliberate creative thinking such as brainstorming, which involves thinking freely and generating a large quantity of ideas. The process then involves selecting promising ideas, sketching them out, doing a reality check, and creating prototypes to test concepts. The goal is to develop innovative solutions through this process to solve real problems.
Netural School - Design thinking for social innovationCasa Netural
La Netural School è la scuola di formazione orizzontale tra i soci di Casa Netural, spazio di coworking e coliving a Matera. Le slide sono state create da Dominika Majewska.
This document discusses human-computer interaction (HCI) and user experience (UX) design. It provides 3 key points:
1) There is sometimes a conflict between what software developers want to build versus what users need, so it's important to consider the user perspective.
2) HCI aims to design interactive computing systems that are effective, efficient and satisfying for users through user research methods like usability testing.
3) Good UX design is not just about graphics but creating the right features and building them in a way that is easy for users to accomplish their goals. Observing users is important for understanding their behaviors and needs.
The document outlines an agenda for a design thinking workshop with Wayne Chung and Rax Liu, including an introduction to design thinking, its process involving understanding people, defining problems, ideating solutions, prototyping, and testing, and a discussion of its human-centered and experimental mindsets. Key thinkers in design like John Heskett, Tim Brown, and IDEO are referenced in explaining design thinking's problem-solving approach.
The document discusses synthesis maps as a systemic visual tool for understanding complex problems. It proposes that synthesis maps scaffold and integrate existing design methods like mind maps, system diagrams, and influence maps to create a shared dialogue around a topic. By combining techniques from fields like systems thinking and soft systems analysis, a synthesis map can support problem solving, decision making, strategic planning, knowledge management and communication for a team.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Rapid Prototyping - Bringing an idea to Lifepeter williams
A workshop that helps people bring ideas to life through rough sketching and prototyping. This one was virtual which is slightly more difficult but also can be done face to face
This document discusses concepts related to user experience design and empathic design processes. It provides information on visual design, user experience design, and the empathic design process which involves observation, capturing data, reflection and analysis, brainstorming solutions, and developing possible solutions. It emphasizes the importance of observation and shadowing to understand user behaviors and identify opportunities. Creative observation and shadowing individuals can help designers gain insights and a firsthand perspective to inform design. The document also discusses using questions like "How might we" to foster collaborative problem solving and build creative confidence in addressing challenges.
Is Design Thinking important? We think it is - it’s one of our 8 building blocks for digital transformation. But what it is it, and why? In the run up to the Global Legal Hackathon, we thought we’d distil our workshop slides and ideas with an associated blog post to explain it.
Let’s set the scene with five quotes from experts and artists you will recognise explaining what design really is:
"The ultimate defense against complexity” - David Gelernter, Professor of Computer Science, Yale
"Simplicity is the ultimate sophistication” - Leonardo da Vinci
"Design is a way of changing life and influencing the future” - Sir Ernest Hall. Pianist, Entrepreneur, and Philanthropist
“Most people make the mistake of thinking design is what it looks like. People think it’s this veneer - that the designers are handed this box and told, ‘Make it look good!’ That’s not what we think design is. It’s not just what it looks like and feels like. Design is how it works.” - Steve Jobs
“Design-thinking firms stand apart in their willingness to engage in the task of continuously redesigning their business… to create advances in both innovation and efficiency - the combination that produces the most powerful competitive edge.” - Roger Martin, author of the Design of Business
This document provides an introduction to human-computer interaction (HCI). It discusses how software developers who design interfaces may prioritize what is easy to build over what is good for users. HCI aims to design interactive systems with study of how users, tasks, technology and organizations interact. The field ensures systems are usable, efficient and satisfying for users through evaluation. HCI researchers aim to apply simple, effective techniques to improve design and reduce development time and costs. Observation of users is key to understanding behavior rather than assumptions. The document lists several important reference books and defines HCI as concerned with design, evaluation and implementation of computing systems for human use.
Tinker Tailor Soldier Spy: Twists & Turns of Working in Global Design TeamsItamar Medeiros
This document discusses the challenges of collaborative design in distributed teams. It explores how tools, processes, artifacts, and people influence global collaboration. Effective collaboration requires developing shared understanding through cognitive synchronization, managing interdependent tasks, and negotiating perspectives. While technologies can help, the human factors like trust, commitment and clear roles are also critical to navigating the "twists and turns" of distributed design work.
Voltando às Origens: Conversa com alunos da UPFE / UNICAPItamar Medeiros
Conversa com alunos de Design sobre varios topics:
- Design na UFPE
- Estórias da China
- Vida do Brasileiro no Exterior
- Design em Times Distribuídos
- Pesquisa em Creatividade em Ambientes Distribuídos
This document provides an agenda for a two-day urban data science bootcamp workshop in Amsterdam. The workshop will use design thinking techniques to help identify problems in the city that could be addressed through quantitative and data-driven approaches. Participants will be split into multidisciplinary teams to take part in co-creation sessions, analyze use cases, and brainstorm potential data sources and analytical techniques. The goal is to empathize with users, define problems clearly, and explore how to turn issues into opportunities for improvement.
Creativity Support Tools, Do They Really Help? - Dr. Sara Jones, City Univers...City University London
The document discusses creativity support tools and whether they can enhance creativity. It provides background on creativity theory, including the 4Ps model and characteristics of creative thinking. Examples of existing creativity support tools are described that provide method guidance, mind mapping, random stimuli, and support for small teams. Several studies are summarized that evaluated digital tools for supporting creative work, such as Creative Stickies and Creative Design Stations, finding mixed results and sometimes a preference for non-digital environments. The conclusion emphasizes that while tools can stimulate creativity, what matters most is how they are used rather than the tools themselves.
Design ethnography tries to uncover user needs and find new opportunities. These slides explain how one can use activity theory to frame the study. Part of the Design Thinking course at PUCPR.
Apresentação do Capítulo I do livro "Design de Interação - Além da Interação Humano Computador" no grupo de estudos de design de interação do Instituto Atlântico, Fortaleza / CE.
Pós graduação em Design de Interação Faber-Ludens/Fisam/UnC 2009UTFPR
O curso de pós-graduação em Design de Interação dura 2 anos com 360 horas presenciais e tem como objetivo capacitar profissionais para pesquisar e desenvolver projetos interativos com foco humanista. O curso prepara alunos para atuar em áreas como tecnologia, publicidade, educação a distância, games e produtos eletrônicos.
This is an introduction workshop to Designing Interactions / Experiences module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp.
The document discusses architectural concepts and how they are developed and expressed. It defines a concept as an idea or thought that provides identity and direction for a project. Concepts can come from a site, program, culture or influences. They should provide an exterior expression and interior experience. Concepts are expressed through diagrams, models, analogy, and metaphor to convey relationships and ideas. Developing a strong concept gives depth and meaning to a design.
This is the 5th (fifth) lecture of the "Designing Interactions / Experiences" module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp. In this presentation we discuss the different design artifacts typically produced during the ideation stage
This document provides an overview of an upcoming learning design workshop on applying design thinking approaches to learning. It discusses the objectives of thinking about why learning design is needed, introducing the design process and strategies like problem-finding and ideation. It also covers exploring analogies to trigger ideas for learning experiences. The workshop will focus on the learner experience over technology. Groups will use concepts like an amazing race, reading under a tree, and drinking coffee to generate keywords for potential learning interventions for an example client brief on HIV/AIDS training.
The document discusses the challenges of designing for complex systems and issues. It proposes that designers may be hitting a ceiling in terms of the complexity they can handle. To address this, it outlines 8 agendas for creating new design practices that can help designers work with complexity, such as creating complex chunks of information, constructing precedent libraries, mirroring external complexity in project teams, and thinking complexly about problems and solutions. The overall aim is to help designers work on "big problems" and "beyond design" through new approaches.
The document discusses the design solution process, which involves first defining a problem statement and then generating ideas through ideation. It describes techniques for deliberate creative thinking such as brainstorming, which involves thinking freely and generating a large quantity of ideas. The process then involves selecting promising ideas, sketching them out, doing a reality check, and creating prototypes to test concepts. The goal is to develop innovative solutions through this process to solve real problems.
Netural School - Design thinking for social innovationCasa Netural
La Netural School è la scuola di formazione orizzontale tra i soci di Casa Netural, spazio di coworking e coliving a Matera. Le slide sono state create da Dominika Majewska.
This document discusses human-computer interaction (HCI) and user experience (UX) design. It provides 3 key points:
1) There is sometimes a conflict between what software developers want to build versus what users need, so it's important to consider the user perspective.
2) HCI aims to design interactive computing systems that are effective, efficient and satisfying for users through user research methods like usability testing.
3) Good UX design is not just about graphics but creating the right features and building them in a way that is easy for users to accomplish their goals. Observing users is important for understanding their behaviors and needs.
The document outlines an agenda for a design thinking workshop with Wayne Chung and Rax Liu, including an introduction to design thinking, its process involving understanding people, defining problems, ideating solutions, prototyping, and testing, and a discussion of its human-centered and experimental mindsets. Key thinkers in design like John Heskett, Tim Brown, and IDEO are referenced in explaining design thinking's problem-solving approach.
The document discusses synthesis maps as a systemic visual tool for understanding complex problems. It proposes that synthesis maps scaffold and integrate existing design methods like mind maps, system diagrams, and influence maps to create a shared dialogue around a topic. By combining techniques from fields like systems thinking and soft systems analysis, a synthesis map can support problem solving, decision making, strategic planning, knowledge management and communication for a team.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Rapid Prototyping - Bringing an idea to Lifepeter williams
A workshop that helps people bring ideas to life through rough sketching and prototyping. This one was virtual which is slightly more difficult but also can be done face to face
This document discusses concepts related to user experience design and empathic design processes. It provides information on visual design, user experience design, and the empathic design process which involves observation, capturing data, reflection and analysis, brainstorming solutions, and developing possible solutions. It emphasizes the importance of observation and shadowing to understand user behaviors and identify opportunities. Creative observation and shadowing individuals can help designers gain insights and a firsthand perspective to inform design. The document also discusses using questions like "How might we" to foster collaborative problem solving and build creative confidence in addressing challenges.
Is Design Thinking important? We think it is - it’s one of our 8 building blocks for digital transformation. But what it is it, and why? In the run up to the Global Legal Hackathon, we thought we’d distil our workshop slides and ideas with an associated blog post to explain it.
Let’s set the scene with five quotes from experts and artists you will recognise explaining what design really is:
"The ultimate defense against complexity” - David Gelernter, Professor of Computer Science, Yale
"Simplicity is the ultimate sophistication” - Leonardo da Vinci
"Design is a way of changing life and influencing the future” - Sir Ernest Hall. Pianist, Entrepreneur, and Philanthropist
“Most people make the mistake of thinking design is what it looks like. People think it’s this veneer - that the designers are handed this box and told, ‘Make it look good!’ That’s not what we think design is. It’s not just what it looks like and feels like. Design is how it works.” - Steve Jobs
“Design-thinking firms stand apart in their willingness to engage in the task of continuously redesigning their business… to create advances in both innovation and efficiency - the combination that produces the most powerful competitive edge.” - Roger Martin, author of the Design of Business
This document provides an introduction to human-computer interaction (HCI). It discusses how software developers who design interfaces may prioritize what is easy to build over what is good for users. HCI aims to design interactive systems with study of how users, tasks, technology and organizations interact. The field ensures systems are usable, efficient and satisfying for users through evaluation. HCI researchers aim to apply simple, effective techniques to improve design and reduce development time and costs. Observation of users is key to understanding behavior rather than assumptions. The document lists several important reference books and defines HCI as concerned with design, evaluation and implementation of computing systems for human use.
Tinker Tailor Soldier Spy: Twists & Turns of Working in Global Design TeamsItamar Medeiros
This document discusses the challenges of collaborative design in distributed teams. It explores how tools, processes, artifacts, and people influence global collaboration. Effective collaboration requires developing shared understanding through cognitive synchronization, managing interdependent tasks, and negotiating perspectives. While technologies can help, the human factors like trust, commitment and clear roles are also critical to navigating the "twists and turns" of distributed design work.
Voltando às Origens: Conversa com alunos da UPFE / UNICAPItamar Medeiros
Conversa com alunos de Design sobre varios topics:
- Design na UFPE
- Estórias da China
- Vida do Brasileiro no Exterior
- Design em Times Distribuídos
- Pesquisa em Creatividade em Ambientes Distribuídos
This document provides an agenda for a two-day urban data science bootcamp workshop in Amsterdam. The workshop will use design thinking techniques to help identify problems in the city that could be addressed through quantitative and data-driven approaches. Participants will be split into multidisciplinary teams to take part in co-creation sessions, analyze use cases, and brainstorm potential data sources and analytical techniques. The goal is to empathize with users, define problems clearly, and explore how to turn issues into opportunities for improvement.
Creativity Support Tools, Do They Really Help? - Dr. Sara Jones, City Univers...City University London
The document discusses creativity support tools and whether they can enhance creativity. It provides background on creativity theory, including the 4Ps model and characteristics of creative thinking. Examples of existing creativity support tools are described that provide method guidance, mind mapping, random stimuli, and support for small teams. Several studies are summarized that evaluated digital tools for supporting creative work, such as Creative Stickies and Creative Design Stations, finding mixed results and sometimes a preference for non-digital environments. The conclusion emphasizes that while tools can stimulate creativity, what matters most is how they are used rather than the tools themselves.
Design ethnography tries to uncover user needs and find new opportunities. These slides explain how one can use activity theory to frame the study. Part of the Design Thinking course at PUCPR.
Apresentação do Capítulo I do livro "Design de Interação - Além da Interação Humano Computador" no grupo de estudos de design de interação do Instituto Atlântico, Fortaleza / CE.
Pós graduação em Design de Interação Faber-Ludens/Fisam/UnC 2009UTFPR
O curso de pós-graduação em Design de Interação dura 2 anos com 360 horas presenciais e tem como objetivo capacitar profissionais para pesquisar e desenvolver projetos interativos com foco humanista. O curso prepara alunos para atuar em áreas como tecnologia, publicidade, educação a distância, games e produtos eletrônicos.
O documento discute a história e aplicações da gamificação no ambiente de trabalho, desde os primórdios na União Soviética até usos atuais. Apresenta problemas do trabalho capitalista e socialista, origens da gamificação, tipos de jogos organizacionais, e como a gamificação pode ser usada para resolver conflitos de motivações por meio de mapeamento de partes interessadas e empatia.
O documento discute o uso de jogos de projetar para planejamento colaborativo. Esses jogos são ferramentas que usam regras simples, colaboração e criatividade para mapear desafios, prioridades e possíveis soluções entre stakeholders. Exemplos demonstram como jogos ajudaram equipes médicas a entender perspectivas diferentes e melhorar indicadores de desempenho em um hospital.
O documento discute como a etnografia pode ser usada no design e apresenta a Teoria da Atividade como uma lente teórica para análise etnográfica. A Teoria da Atividade examina como as pessoas se envolvem em atividades mediadas culturalmente e como esses sistemas de atividade são construídos socialmente. A etnografia no design busca gerar insights sobre as necessidades e experiências dos usuários através de observações no contexto natural de uso.
Design Expansivo: Contradições em atividades projetuais e seus potenciais de ...UTFPR
Este documento discute o conceito de "design expansivo" proposto por Yrjö Engeström e como contradições na atividade projetual podem se tornar contradições no espaço projetual e vice-versa. O autor realizou estudos de caso aplicando jogos e representações para mapear contradições e promover um processo projetual mais expansivo e inclusivo. Suas descobertas indicam que projetar com contradições é possível quando se adota abordagens mais abertas e participativas.
O pensamento projetual expansivo demonstrou ser uma abordagem bastante prática para estimular estudantes da Engenharia Eletrônica, Engenharia de Produção, Farmácia, Medicina, Design de Produto e Design Digital a buscar a inovação na Saúde. A pesquisa com usuários e os materiais de cocriação foram essenciais para estabelecer a base da colaboração.
É possível projetar interações? Na história da Arquitetura e do Design diversos projetos tentaram projetar o que as pessoas fazem num determinado espaço ou ambiente. Muitos desses projetos falharam devido aos contra-projetos dos usuários. Nesta palestra, são apresentadas quatro maneiras para aproximar o projeto do designer/arquiteto do contra-projeto do usuário: o projeto determinístico, o aberto, o participativo e o livre.
O ubercapitalismo, também conhecido como economia compartilhada, consumo colaborativo, é apresentado como um contexto para o design de negócios, uma abordagem humanista para criar novos negócios. Slides do programa de empreendedorismo PIBEP da PUCPR.
O documento discute o design participativo no governo e como ele pode promover a democracia através da inclusão de cidadãos nos processos de tomada de decisão. Ele explora como a participação social pode ocorrer, os desafios enfrentados e formatos promissores como ficção projetual, jogos e teatro do oprimido.
Pesquisa exploratória de oportunidades para inovaçãoUTFPR
O documento discute métodos de pesquisa exploratória para identificar oportunidades de inovação, enfatizando a importância de observar sem hipóteses preconcebidas e de olhar além das aparências. Também fornece dicas sobre onde e o que procurar, como aprofundar a análise e métodos rápidos de pesquisa.
O documento discute os desafios para o desenvolvimento do Vale do Pinhão em Curitiba, proposto como polo de inovação tecnológica. Apresenta um breve histórico do tema na política municipal e mapeia as características do ecossistema local de startups. Por fim, sugere incentivar a colaboração entre atores locais e a abordagem de problemas sociais, além de facilitar a mobilidade para promover encontros que estimulem novas ideias.
Test & Learn: How to Leverage Design to Learn & Deliver Results Quickly Optimizely
The role of design is often overlooked on growth teams that are moving fast and running experiments at scale. When applied correctly, design can be your growth team's secret weapon. Join Angel Steger, growth design lead at Dropbox, to learn how to leverage design thinking and design craft to super-charge your growth team's velocity while driving high-quality output. We’ll walk through tools and case studies to give you ideas you can put into motion right away.
Attendees will:
Learn how to leverage the Design role within a Growth team
Learn how design quality works in the context of a fast-moving team
Learn how to use design thinking to differentiate between haste and velocity as a cross-functional team
Walk away with tools to learn quickly while making meaningful progress against large unknowns
Architectural Design Concepts Approaches - كونسيبت التصميم المعمارى و الفكرة ...Galala University
Architectural Design Concepts Approaches
Summary of several Architectural Design Concepts Approaches to help students generate design concepts.
كونسيبت التصميم المعمارى
الفكرة المعمارية
طرق مختلفة لمساعدة الطلبة للوصول الى كونسيبت او فكرة التصميم المعمارى
LEGO SERIOUS PLAY is a methodology using LEGO bricks to help groups discuss challenging topics, accelerate innovation, and build cohesion. Through a series of building challenges, participants construct LEGO models individually and then share the stories and meanings behind their creations. This allows unconscious ideas and insights to surface that may not emerge through traditional discussion. Workshops follow three phases - a challenge is posed, participants build models in response, then share the stories and discuss as a group. The goal is to think creatively with your hands and gain new perspectives by listening to others' models and interpretations.
The document discusses shifting perspectives in instructional design away from traditional instructional systems design (ISD) models towards more flexible models. It describes some limitations of ISD, including that there is no generic learner and little room for personalization. It then outlines characteristics of a flexible design model, open learning environments, enabling contexts for learning, and the need to provide various tools to support problem solving, communication, and cognitive processing. It discusses using scaffolds and constructivist learning theory with a goal of fostering problem solving. Finally, it provides some methods for creating a constructivist learning environment.
The document provides resources for integrating design thinking and STEAM into K-12 education. It lists ways to connect with the K12 Lab Network like signing up for their mailing list or following them on social media. It also shares information on projects and initiatives like School Retool and SparkTruck. The document then lists toolkits, curricular resources, and places to find materials for hands-on projects. Finally, it recommends books, documents, and TED talks for learning more about design thinking in education.
Collaboration within a multidisciplinary team: working together to solve design problems more effectively. These slides are from a workshop at UX Cambridge 2012 presented with Andy Morris and Revathi Nathaniel from Red Gate. The workshop aimed to promote the role of UX practitioners as facilitators and gave participants the opportunity to try out the KJ-Method and Design Consequences game.
introduction to design thinking
Understanding & solving a problem:: termed as Designing
• Problem understanding: process or activities for identifying undesirable situations and desirable situations.
• Problem solving: Developing a plan with the intent of changing undesirable situations to desirable situations
• Designing involves both problem understanding and problem solving
Agile is a method to solve predefined problems, while design thinking focuses on finding the right problems to solve.
While Agile is an approach to problem solving, design thinking is an approach to problem finding.
Together these two methods can transform your organization, and ensure every project delivers value to the business, your customers, and your own bottom-line.
Within the context of new product development(NPD), design thinking is very well suited to used in markets that are quickly changing and when user needs are uncertain.
When facing a complex challenge
When facing a human centered challenge
Prioritize features: Product managers work closely with engineers to estimate features, define requirements, and collaborate on a release plan based on the team’s capacity.
Release customer experiences: Regardless of the frequency, product managers are responsible for delivering a Complete Product Experience to customers. This involves working closely with engineering, IT, marketing, sales, and support to ensure organizational readiness.
Measure product success: Measures of success include customer engagement (such as time in product and returning users), conversion rates, and the frequency of feature updates.
The document provides instructions on brainstorming techniques for problem solving, including guidelines for effective brainstorming. It explains that brainstorming involves generating many potential solutions to a problem without judging ideas, and encourages building on others' suggestions. Examples of brainstorming tools like spider maps are also presented to help stimulate new ideas.
Workshop #3: Sketching Collaboratively by Praneet Koppulaux singapore
UX design is not a job to be done in silos anymore, designers are tasked with guiding the teams they work with to make better choices for the sake of the users. They need to work collaboratively with stakeholders/team members to integrate and understand business requirements and technology feasibility while advocating for the user. Time has come to repurpose some of the core UXers’ tools and methods for a collaborative and lean environment to build a shared understanding and work towards common product goals.
In this workshop, you will be introduced to collaborative sketching exercises. You will learn how to run such exercises to ideate, develop and iterate on possible design solutions with the development and management teams they work with.
The document outlines an exercise for collaborative sketching to generate ideas for social experiences on a weather app. It describes a 12 step process: 1) defining the problem, 2) individual sketching, 3) sharing sketches, 4) iterative sketching and sharing until all ideas are shared, 5) voting on ideas, 6) discussing ideas and adding notes, 7) final round of sketching. Participants worked through this process in teams to develop concepts for social features on an Accuweather mobile app. The document discusses benefits of collaborative sketching and tips for facilitating such a workshop.
This PPT is very much useful for practitioners who are all making products and services to society. Mangers think innovatively and come up with innovative ideas. It is a 5 stage processing also called a design thinking process. The stages are empathize, define, ideate, prototype and test.
Collaborative Information Architecture (ias17)Abby Covert
You’ve worked hard on the information architecture models you’ve created but haven’t been able to sell them to the client, or your co-workers. Maybe the conversation around the IA has broken down into an unhealthy debate over semantics. In another scenario, you are tasked with creating a controlled vocabulary for a large organization that has a silo mentality and a lot of legacy content. Where to begin?
These scenarios will sound familiar to most IA professionals.
In this workshop, Abby will share her techniques for getting an organization that may have different ideas about how to organize and name content to agree upon a controlled vocabulary.
Abby will share specific tools in the form of diagrams, beyond the ubiquitous sitemap and wireframe, which communicate complex ideas. And she’ll share techniques for practicing information architecture with clients collaboratively.
I want to focus on the soft skills that make someone good at IA. So the lessons here are really about leveling up in skill set. Including:
- Conflict Resolution in IA
- Selling IA to others in your organization
- Improving stakeholder interviews
- Facilitating Low Fidelity Conversation about language
- Visualizing language with simple pictures to get clarity
Design Thinking Presentation at AppState Free Learning Conference 2018Stefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
This document provides an overview of two workshops aimed at developing a curriculum framework. Workshop 1 introduces the framework and generates discussion around educational vision and philosophy. Participants develop course visions and explore key concepts, assessments, and teaching approaches. Workshop 2 focuses on mapping course design to the framework and ensuring balance across levels and courses. The document outlines the goals and activities of Workshop 1, including developing a shared philosophy through group discussions and building representations of desired student learning outcomes.
This document introduces design thinking as a human-centered approach to innovation that can be applied to adoption challenges. It discusses key elements of design thinking like being human-centered, creative, iterative and collaborative. Several design thinking tools and methods are presented such as personas, journey mapping, prototyping and testing. The document argues that design thinking focuses on understanding user needs through techniques like ethnography and can help turn reluctant users into advocates for new initiatives through an approach that involves users in developing solutions.
The document discusses idea generation and opportunity identification. It provides methods for coming up with ideas like solving problems or modifying existing products. Good ideas may not always be good opportunities, which are ideas that provide significant added value to a company. The document also discusses creativity, innovation, and examples of innovative products. It emphasizes that creativity can be developed through activities like learning new fields, taking risks, and believing in one's ability to be creative.
This document outlines a session on integrating creativity into classrooms. It discusses the benefits of creativity for learning and lists example creative projects like short stories, art, and improv. Challenges like assessing creativity are addressed. Participants will learn about creative thinking and activities, be able to discuss integrating creativity, and participate in a creative experience. The document provides tips for incorporating creativity through starting small, offering student choice, encouraging risk-taking, and focusing on process over product.
Vishal Kumar,B.Sc.-Interior Design +2 years Diploma ID(Commercial Design)dezyneecole
This document is a project report submitted by Vishal Kumar towards completing a Bachelor of Science in Interior Design. It includes an acknowledgements section thanking those who supported the project. It then provides introductions to interior design, commercial design, product design, furniture design, and school furniture. It discusses the inspiration and theme for the project, which was inspired by geometric shapes and uses Roman numerals. It also includes a research board showing the type of skeletal furniture researched for the project.
This document outlines a presentation on using improvisation and design thinking in science and mathematics teaching. It discusses how improvisation involves divergent thinking and an improvisational mindset. Design thinking is presented as a process that can enhance improvisation, with steps like empathizing with students, defining problems, ideating solutions, prototyping ideas, and testing. An example is given of how these approaches could be used in a lesson on Charles' Law, by developing a hands-on activity to demonstrate the concept using everyday objects. The presentation argues that improvisation and design thinking can make science and math more engaging, accessible and understandable for students.
This document provides an overview of design thinking and its 5 stages: empathize, define, ideate, prototype, and test. It discusses how each stage is used to understand user needs, generate solutions, and test prototypes. Examples are given for conducting user interviews and creating user flows, personas, and prototypes. The goal is to generate many solutions to complex problems by understanding user experiences and testing ideas iteratively. Resources are listed for learning more about design thinking methodology.
Oppression is not just an isolated phenomenon that involves two persons: oppressor and oppressed. Oppression is a systemic contradiction that spreads through cascading effects. One oppression relation can affect another, generating the possibility for the same person to be both an oppressor and an oppressed in different relations. This presentation examines cascading oppression in and through design, drawing inspiration from Theater of the Oppressed practice.
This guest lecture was hosted by Deǧer Özkaramanlı in the ID5541 - Workshop / Design Competitions: Climate Action in Kenya, TUDelft.
Inteligência artificial e o trabalho de designUTFPR
Este documento discute como a inteligência artificial está afetando o trabalho de design. Ele descreve como as primeiras ferramentas de IA tentaram tornar o design acessível a leigos, mas depois mudaram para se concentrar em designers profissionais. Também discute como as IA generativas agora podem sintetizar imagens originais e como as IA conversacionais podem gerar diversos tipos de texto.
The design object is the motive behind any design project. More often than not, design projects aims at supporting the expansion another activity's object, but this is challenging task. Here follows a series of tactics to expand design objects: 1) Investigate the motives behind the object; 2) Create a provocative solution 3) Import an instrument from another activity 4) Promote the confrontation of interests
5) Share the object among multiple activities 6) Make a contradiction visible.
Creating possibilities for service design innovationUTFPR
Service design is the practice of designing networks of people, places and technologies. However, not every aspect of a service can be designed since it relies a lot on people. See how it is possible to create possibilities for organization transformation through service design.
I have developed for my Design Thinking course a comprehensive explanation on how design can be part of big transformations in society. Instead of making changes to society, as in the paradigm of “social impact”, I teach my students to discover transformations already in course, understand them, and support them. The concept of contradiction is key to my approach: a unite of opposing forces struggling for dominance. Contradiction cannot be solved like a problem, but the struggle eventually produces a third force which transforms society. Contradiction-driven design is my practical approach to produce third forces which can transform society beyond the current dualisms.
Design expansivo: pensar o possível para fazer o impossívelUTFPR
Design Expansivo é pensar o possível para fazer o impossível, assumindo todas as contradições que isso implica. Isso não é pensar fora da caixa e nem fazer mais com menos. Isso é metacriatividade, ou seja, criar a criatividade para incluir as contradições do mundo afim de transformá-las. Para isso, é preciso acolher o fazer pelo pensar e o pensar pelo fazer, rejeitando o fazer pelo fazer e o pensar pelo pensar. No Design Expansivo, pensar e fazer não são fins em si mesmo. Pensar e fazer são meios para transformar a realidade, ainda que isso pareça impossível. Repensando o capital e refazendo a caixa, é possível, então, fazer o impossível.
Metacriatividade: criatividade sobre criatividadeUTFPR
Muitas pessoas julgam não terem talento para a criatividade, porém, isso se deve, em partes, ao julgamento feito por outras pessoas. Conscientizar-se da metacriatividade é uma forma de libertar-se desses julgamentos e treinar o corpo para recriar a cria-atividade. Através da produção de cria-espaços alternativos, é possível refazer os modos de fazer o novo, de novo.
Gestão do conhecimento na pesquisa de experiênciasUTFPR
O documento discute a gestão do conhecimento na pesquisa de experiências de usuários. Ele argumenta que a consciência, e não o conhecimento, gera novos conhecimentos, e que a pesquisa de experiências promove encontros entre designers e usuários para diversificar o conhecimento sobre ambos os grupos.
A inteligência artificial é capaz de criar? Se todos puderem fazer arte assim tão facilmente, então a arte deixará de ser algo especial? O surrealismo já fazia esse debate há 100 anos atrás, utilizando jogos de criatividade, muitos deles baseados no automatismo. Esses jogos surrealistas funcionam de maneira parecida com as inteligências artificiais contemporâneas que geram arte. Jogá-los hoje em dia é uma maneira de aprender como funciona a inteligência artificial e como ela pode ser usada criticamente. Se o viés da inteligência artificial é automatizar o trabalho criativo, utilizá-la para aprender a criar novas inteligências artificiais é subverter seu viés.
El hacer como quehacer: notas para un diseño libreUTFPR
En América Latina, la colonialidad del hacer nos impide valorar lo que ya hemos hecho y, a partir de ahí, hacer lo que hay que hacer. A menudo preferimos importar el diseño europeo en lugar de construir sobre gambiarras y otras formas populares de diseño. En Brasil, sin embargo, la resistencia a la colonialidad del hacer ha llevado al desarrollo de un enfoque de diseño llamado diseño libre, que incorpora formas populares de diseño. Esta charla muestra ejemplos de diseño libre que exploran la antropofagia, la pluriversalidad y la monstruosidad como formas de combatir la colonialidad del hacer.
O documento discute a posicionalidade do cria-corpo e como os privilégios influenciam a criatividade. Apresenta a noção de privilégio e como ele estabelece padrões de acesso. Propõe uma atividade criativa com lixo para que os estudantes expressem seus próprios privilégios e falta deles através de autorretratos.
Pensamento visual expansivo é uma forma de pensar em que se produzem imagens mentais, verbais e gráficas que ajudam a expandir o conhecimento. Como estão situadas entre aquilo que se sabe e aquilo que não se sabe, as imagens expansivas são propositadamente vagas, abertas e inacabadas.
O segredo do que criar, como criar e onde criar já foram revelados por diversas fontes no design. O segredo que se mantém guardado a sete chaves é: quem pode ser criativo? Para desconstruir o privilégio em torno do gênio criativo, são apresentados três conceitos: cria-corpo, cria-espaço e cria-atividade. Estes conceitos se entrelaçam para justificar porque qualquer pessoa pode estar criativa em um espaço compartilhado por várias pessoas diferentes e diversas.
Por que pesquisar e não somente fazer design?UTFPR
Por que se esforçar em fazer design como se fosse uma ciência, se design costuma ser reduzido a uma forma ou técnica? Porque isso é fundamental para romper com a divisão entre trabalho intelectual e trabalho manual, entre trabalho de projetar e trabalho de usar, entre teoria e prática. Pesquisando design, é possível contribuir para a libertação do povo oprimido, desde que quem pesquisa se identifique e desenvolva projetos com o seu povo.
Making work visible in the theater of service designUTFPR
Capitalist service design is grounded on a theater metaphor that guides service designers to make work invisible, away from customer scrutiny and public accountability. Because of this theater metaphor, service design contributes to hiding the extreme work exploitation that digital service workers undergo, generating a situation in which workers can only reclaim their visibility through striking. If service design wants to contribute to making work visible and recognized, it needs another theater metaphor. This talk presents Theater of the Oppressed as an alternative metaphor and methodology for a critical Service Design practice.
Oppression is systemic as it is reproduced across social groups, generating complex patterns of domination. By their token, designers reproduce oppression when they try to save the oppressed from oppression through system thinking or any innovative approach. To change systemic oppression, designers may better think and make things with the oppressed, by the oppressed, for the oppressed.
This talk was part of the Royal College of Art Symposium on Design and Systemic Change, organized by Product Design students.
O documento descreve a criação da rede "Design & Opressão" por estudantes e professores universitários para discutir os escritos de Paulo Freire e projetar contra a opressão. A rede realizou grupos de estudos online, lives, artigos e experimentos com teatro para incluir mais de 600 pessoas. Em 2021, foi fundado o Laboratório de Design contra a Opressão para dar continuidade aos projetos da rede de enfrentar opressões por meio do design.
O papel da teoria na pesquisa de experiênciasUTFPR
Tanto designers quanto usuários produzem teorias sobre suas experiências. O problema é que nem sempre essas teorias são reconhecidas como teorias. A pesquisa de experiências coleta teorias dos usuários, triangula com teorias científicas, tentando formar novas teorias da experiência. Projetos de design desenvolvidos a partir de teorias da experiência fortes podem gerar práticas de experiência únicas e memoráveis.
La colonialidad del hacer se refiere a las relaciones internacionales de producción que sobrevaloran el trabajo intelectual en los países desarrollados y subvaloran el trabajo manual en los países subdesarrollados. Al garantizar esta desigualdad de valor a través de la ideología, la política y las estrategias de mercado, los países desarrollados se diseñan a sí mismos a partir del hacer de los subdesarrollados. La disciplina del diseño desempeña un papel fundamental en el mantenimiento de la colonialidad del hacer, estableciendo jerarquías entre las formas de diseñar la existencia en el mundo. La forma de diseñar de las poblaciones colonizadas se considera mala, incompleta, pintoresca, manual o una forma de hacer sin diseño. La forma de proyectar de las élites coloniales e imperialistas, en contraste, se considera buena, innovadora e intelectual, o un proyecto sin hacer. Esta jerarquía sirve para justificar la división geopolítica entre las naciones que diseñan y las que hacen. La investigación sobre los diseños del Sur y diseños otros ha demostrado que los modos de diseño de los oprimidos no son inferiores, sino que son equialtervalentes a los modos de diseño de los opresores. Esto significa que no necesitan ni deben ser sustituidos en el proceso de descolonización. Basta con que estas formas de proyectar se desarrollen de forma autónoma, desde sus propias matrices culturales, para que manifiesten su potencial liberador. Para ello, es fundamental que haya un proceso democrático de metaestructuración, infraestructuración y hibridación de las formas de diseñar. Propuestas académicas como el Diseño Autónomo, el Diseño Libre y el Diseño Participativo son tan útiles para este fin como propuestas populares como la antropofagia, la gambiarra, el mutirão y la festa. En esta conferencia se presentarán ejemplos de colectivos brasileños que se han apropiado de prácticas de diseño o han reconocido sus prácticas como prácticas de diseño para liberarse de la colonialidad del hacer.
Problematizando a experiência do usuário (ExU)UTFPR
O documento discute a importância de problematizar a experiência do usuário (ExU) ao invés de simplesmente adotar abordagens estrangeiras. Ele propõe que traduzir UX como ExU reconhece a experiência de outros grupos sociais. Também apresenta a metodologia do Duplo Diamante para problematizar a ExU, começando por uma representação metafórica e definindo perguntas de pesquisa.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
2. Systematic design thinking
•Define requirements before starting
•Designing separate modules or components
•Creating systems that connect all parts
•Avoid mistakes and failures
•Decisions based on quantities
•Designing with explicit constraints
4. Intuitive design thinking
•The project stems from a moment of inspiration
•The concept is visualized through sketches, which
transform into alternatives and models
•The project is refined until it reaches a high
degree of internal coherence
•The project is not implemented by its creators
and must be defended or sold
6. Expansive design thinking
•The project stems from developing empathy by a
particular type of person
•Work is collaborative and involves many
disciplines
•Design models are simple and accessible by all
•Emphasizes an holistic vision (social,
psychological, technical, financial)
7. Expansive design for a house gets to a fundamental
question (Why having so much with no time to enjoy?)
8. Again, what is the object
of design?
What do we design when
we design?
9. Expansion of the house as a
design object
Object: construction materials (brick house)
Object: complex entity (modern house)
Objeto: emergent performance (dwelling experience)
10. Expansion of the eyebrow as a
design object
Object: construction materials (hair removal)
Object: complex entity (eyebrow design)
Object: emergent performance (aesthetic treatment)
11. Expansion of the website as a
design object
Object: construction materials (HTML + Javascript)
Object: complex entity (webdesign)
Object: emergent performance (user experience)
12. What is an object
in activity theory?
•It has both a concrete and
an abstract existence
•It is transformed into a
product or result
•It raises various motives,
even the conflicting ones
•If removed from an
activity, the activity looks
nonsense
19. Expansive cycle
A new need starts to
bother people, but they
do not understand it
People face strong
conflict of motives
around the object
Creation of a new motive and
instruments that materialize it
Applying
instruments and
dealing with
resistance to
change
Consolidation of a new
object and activity
Engeström, 1987
1
2
3
4
5
20. Design problems
•Design problems try to make the unspeakable
motives clearer to people
•What is a problem for someone is not a problem
for another person
•Design problems do not have a right or wrong
solution because they exist to motivate people
for doing something about the need state
•It is difficult to tell when a need is fulfilled
because the need is never fully understood
21. Design solutions
•A proposal to change activity through instruments
that better deal with the current needs
•Instruments that materialize the new motives
•It is never final or ultimate. There is always
something left to improve
•New instruments may face resistance to change
and recede back to strong conflicts of motives,
preventing the consolidation of a new object
22. Tactics to expand design objects
•Investigate the motives behind the object
•Create a provocative solution
•Import an instrument from another activity
•Promote the confrontation of interests
•Share the object among multiple activities
•Make a contradiction visible
30. Post-it
•One idea per post-it
•Good to generate ideas in
silence and discuss later
•Ideas can be reorganized
later so it does not need
to have a pre-determined
structure
31. Lego
•People have experience
•The pieces activate
memories of similar thing
•Good to express
complicated things that
are difficult to speak
•Quick metaphors
32. Kraft paper
•Turns any space into a
cocreation space
•Cover walls and tables to
avoid scratches and losing
Lego pieces
•Creates an atmosphere of
creativity
33. Small whiteboards
•Write or draw together in
a group
•Since it is so easy to
erase, it avoids the block
of wrong start
•Present the work of small
groups to a larger group
34. Whiteboard on wheels
•Take advantage of stand
up posture
•People can come closer
and leave with little
acknowledgement
•Can create temporary
spaces
38. Hats and masks
•Helps a person (especially
the shy) to pretend she is
another person
•Masks reduces the
laughter when getting into
character
39. General recommendations
•Prefer flexible materials that you can use to
materialize different motives
•Prevent a single person to monopolize a material
•Take advantage of last minute ideas and bring all
your materials even if you don’t plan on using
them
•Use materials to make visible and actionable
conflicts of motives and contradictions
40. Exercise
•Try expanding the house, the website and
eyebrows when they become a design object
•Rethink these objects
•Use the co-creation materials as you wish to
materialize the new motives
•Try the tactics to expand design objects (slide
22)
41. Thank you!
Frederick van Amstel
http://fredvanamstel.com
Architecture and Design School
Digital Design
PUCPR