Reframing the Design Process: Integrating Goals, Methods and Manifestation into the Co-Evolution Model
Reframing the Design Process: Integrating Goals, Methods and Manifestation into the Co-Evolution Model
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重构设计过程：将目标、方法和表现整合到共同进化模型中
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
J. V. Maanen
中科院分区：
文献类型：
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作者：
R. Storm;J. V. Maanen
在早期的教育中，设计专业的学生可能会在重新构建设计问题时遇到困难。由于重新定义与创造力有关，这可能是有问题的。虽然有一些模型可以描述重构过程，但目前还不清楚它们如何支持设计专业的学生。本研究涉及的发展和测试的框架模型的基础上共同进化的过渡，通过两部分的研究：与专家设计师和工作坊的采访，然后与新手的小组访谈。由此产生的模型提供了一种思维方式和工作方式，基于设计过程的流动性。这项研究产生了两个主要的见解。首先，学生们倾向于认为问题空间一旦被定义就被固定了，即使他们在定义过程中发现了沿着完全不同的信息。第二，所发展的模式为学生提供了处理复杂问题的指导和信心。我们的研究结果有相当大的影响，设计教育，因为它是重要的，以加强设计学生的问题和解决方案的理解是流体，这个模型提供了初步的步骤，以帮助设计师构建他们的过程。
In their early years of education, design students may experience difficulties in reframing design problems. Since reframing is linked to creativity, this may be problematic. While there are some models available to describe the reframing process, it is yet unclear how they are supporting design students. This study concerned the development and test of a framing model based on co-evolution transitions, through a two-part study: interviews with expert designers and workshops followed by group interviews with novices. The resulting model offers a way of thinking and a way of working, based on the fluidity of the design process. This study yielded two major insights. Firstly, students tend to perceive the problem space to be fixed once they defined it, even if they discovered disparate information along the way. Secondly, the developed model provides students with guidance and confidence in dealing with complex problems. Our results have a considerable impact on design education, as it is important to reinforce to design students that both the problem and solution understanding are fluid, and this model provides initial steps to help designers structuring their process.