"It's Just a Method!": a pedagogical experiment in interdisciplinary design
"It's Just a Method!": a pedagogical experiment in interdisciplinary design
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“这只是一种方法！”：跨学科设计的教学实验
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
D. Tatar
中科院分区：
文献类型：
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作者：
S. Harrison;Maribeth Back;D. Tatar
学生要成为一名设计师需要知道什么？除了一系列单独的技能之外，学生现在和将来需要为设计师的行为培养什么样的心态？在认知革命的兴奋中，西蒙提出了一种思考设计的方式，承诺使其更具可管理性和认知性：将设计视为规划问题[11，29]。然而，正如萨奇曼很久以前所指出的那样，规划账户可能被应用于那些根本无法通过规划来解决的问题，从而损害了设计愿景。本文报道了一种教学法，把萨奇曼的批评放在心上，避免把设计方法打扮得比实际上更系统和更有预测性。我们的想法是通过接触不仅仅是一种，而是许多方法来教授设计-也就是说，一套规则或行为，这些规则或行为产生了用于进一步反思和开发的工件。通过引入大量的设计方法，从理论，模型或框架解耦，我们教（a）重要的跨方法论的能力，作为一个设计师，（B）设计实践本身可以设计和（c）方法的选择影响设计结果。这提供了一个丰富而富有成效的设计概念，对于普适和无处不在的计算世界尤其必要。
What does a student need to know to be a designer? Beyond a list of separate skills, what mindset does a student need to develop for designerly action now and into the future? In the excitement of the cognitive revolution, Simon proposed a way of thinking about design that promised to make it more manageable and cognitive: to think of design as a planning problem [11, 29]. Yet, as Suchman argued long ago [32], planning accounts may be applied to problems that are not at base accomplished by planning, to the detriment of design vision. This paper reports on a pedagogy that takes Suchman's criticism to heart and avoids dressing up design methods as more systematic and predictive than they in fact are. The idea is to teach design through exposure to not just one, but rather, many methods---that is, sets of rules or behaviors that produce artifacts for further reflection and development. By introducing a large number of design methods, decoupled from theories, models or frameworks, we teach (a) important cross-methodological regularities in competence as a designer, (b) that the practice of design can itself be designed and (c) that method choice affects design outcomes. This provides a rich and productive notion of design particularly necessary for the world of pervasive and ubiquitous computing.