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No Lectures,Real Briefs,Reflective Practice,and Relevant Portfolios– A design studio model for learning
Pontus Wärnestål Assistant Professor & Program Director Halmstad University, Sweden @drpontus [email protected]
Lessons learned from recruiting. Assessing Design Competence
Design competence needs to be communicated effectively and efficiently.Design competence can be demonstrated with a relevant work portfolio.
Portfolio and Competence
Design education needs to evolve with the field, and not only deal with declarative knowledge, but also the procedural craftsmanship and reflect qualities of design practice.
Theory and Practice
Lessons learned from teaching. Assessing Design Competence
Students need to gradually progress in a safe learning environment, starting from well-understood, tactical routine design to strategic design for ”wicked” problems in complex contexts.
Progression
Students get motivated by authentic design briefs, where they can make a relevant contribution and meet – and learn from – practitioners at the same time.
Student Motivation
Lectures are boring. Student Motivation
After graduating, a student should be able to demonstrate: (a) A work portfolio consisting of at least a handful projects that will spark an interesting conversation with a senior designer in an interview situation. (b) A competence portfolio/diary where the student can see – and confidently verbalize to others – what she has learned and how she has progressed throughout the education. (c) A procedural/practical skillset where sketching and prototyping in a systematic design process is second nature.
Reverse-Engineering the Process
DIALOGUE
CRITIQUEGUIDED REFLECTION
TRANSFORMATIVE, REFLECTIVE,
and COLLABORATIVELEARNING
Facilitator
The Studio
Pedagogical Environment – Collaborative dialogue – Critique – No lectures – Teachers as co-designers – Active design practitioner rather than passive recipient of information
ARTIFACT
Procedural Knowledge
SKETCHING
PROTOTYPING
DESIGN PROCESS
Co-Designer
TEACHER STUDENTTEAM
The Studio
Physical Environment – Always accessible. – Exclusive to course students. – Promotes collaboration. – Good tools and workspace.
What does a five week studio course look like?
Process
Pre-Course Work
Design Briefs Competence Survey Students’ Goals
Course Work
Discovery Interpretation, Modeling Sketching Prototyping Test + Refine Presentation
Finally...
Reflection on Competencies and Goals Publish Work Portfolio Assessment and Grading
How can we leverage the design studio environment to support students in their progress from tactical, well-defined routine design to confidently design sustainable solutions for strategic, “wicked”, and device-agnostic problems?
Progression
1. Web (2nd semester)
4. Sustainability (6th semester) 3. Health (4th semester)
2. Mobility (3rd semester)
Progression & Themes
Dimension Scale
Design Problem (D1)
Theoretical Base (D2)
Perspective (D3)
Target Platform (D4)
Design Tools (D5)
Service Complexity (D6)
Contractor’s UX Literacy (D7)
Dimension Scale
Design Problem (D1)
well-understood, closed
ambiguous, open, wicked
Theoretical Base (D2)
established within IS/HCI
new ground, cross-disciplinary
Perspective (D3) tactical strategic
Target Platform (D4) given, singular agnostic, multiple
Design Tools (D5) non-existentmature
Service Complexity (D6)
multiple devices, multiple touchpoints
Single device, single touchpoint
Contractor’s UX Literacy (D7)
unfamiliar (design argumentation is harder)
mature (grounded in the field, design mentor possibilities)
Dimension Scale
Design Problem (D1)
well-understood, closed
ambiguous, open, wicked
Theoretical Base (D2)
established within IS/HCI
new ground, cross-disciplinary
Perspective (D3) tactical strategic
Target Platform (D4) given, singular agnostic, multiple
Design Tools (D5) non-existentmature
Service Complexity (D6)
multiple devices, multiple touchpoints
Single device, single touchpoint
Contractor’s UX Literacy (D7)
unfamiliar (design argumentation is harder)
mature (grounded in the field, design mentor possibilities)
1
1
1
1
1
1
1
Dimension Scale
Design Problem (D1)
well-understood, closed
ambiguous, open, wicked
Theoretical Base (D2)
established within IS/HCI
new ground, cross-disciplinary
Perspective (D3) tactical strategic
Target Platform (D4) given, singular agnostic, multiple
Design Tools (D5) non-existentmature
Service Complexity (D6)
multiple devices, multiple touchpoints
Single device, single touchpoint
Contractor’s UX Literacy (D7)
unfamiliar (design argumentation is harder)
mature (grounded in the field, design mentor possibilities)
1 2
1 2
1 2
1 2
1 2
1 2
1 2
Dimension Scale
Design Problem (D1)
well-understood, closed
ambiguous, open, wicked
Theoretical Base (D2)
established within IS/HCI
new ground, cross-disciplinary
Perspective (D3) tactical strategic
Target Platform (D4) given, singular agnostic, multiple
Design Tools (D5) non-existentmature
Service Complexity (D6)
multiple devices, multiple touchpoints
Single device, single touchpoint
Contractor’s UX Literacy (D7)
unfamiliar (design argumentation is harder)
mature (grounded in the field, design mentor possibilities)
3
3
1 2 3
1 2 3
1 2 3
1 2
1 2
1 2 3
1 2 3
Dimension Scale
Design Problem (D1)
well-understood, closed
ambiguous, open, wicked
Theoretical Base (D2)
established within IS/HCI
new ground, cross-disciplinary
Perspective (D3) tactical strategic
Target Platform (D4) given, singular agnostic, multiple
Design Tools (D5) non-existentmature
Service Complexity (D6)
multiple devices, multiple touchpoints
Single device, single touchpoint
Contractor’s UX Literacy (D7)
unfamiliar (design argumentation is harder)
mature (grounded in the field, design mentor possibilities)
3
3
1 2 3 4
1 2 3 4
1 2 3 4
1 2 4
1 2 4
1 2 3 4
1 2 3 4
“The [mobility] studio was the most demanding course so far. Also the most fun! With real briefs I feel that I as a student MATTER. There’s no better motivation than that.”
Student Reflections
“As it turns out, the most important skill I keep developing in the studio is learning how to learn.”
Student Reflections
“We’ve seen increases in students’ sketching, prototyping, and reflective competencies, as well as confidence in the design process.”
Teacher Reflections
“Teachers become tinkerers. The studio courses have helped staff stay up do date and also change content in other courses that the department offers.”
Teacher Reflections
“It’s like a five week long hiring interview.”
Externals’ Reflection
1. Pedagogical Environment2. Physical Environment3. Progression & Themes
The Design Studio Learning Model
Multidisciplinary student teams. Future Work
Global assignments and connections.
Future Work
Thank you.
@drpontus [email protected] www.linkedin.com/in/pontuswarnestal