Embarking on research - how does this change your mindset as a designer?

Emma Jefferies (Nearly a Dr.!)

Background

Multimedia Designer >

PhD in Design - Developing and Fostering Designers’ Visual Skills

Would research affect my creative?

What would be gained through engaging in research?

What is your mindset as a designer?

What is your mindset as a researcher?

My Design Mindset

As a designer I...

learn through doing and interacting with a community - observing, thinking and communicating

am interested in understanding humans - how we think,communicate and interact with each other

am inquisitive and open minded - Asking why and why not?

am determined

like findings new approaches

Designbrief

Designartefact

Gainfeedback

My Design Approach

My Research Mindset

As a research I...

learn through doing and visualising - trial and error

am interested in human learning

am open minded and questioning

am determined

finding new approaches

learn through enabling collaboration

learn through explicit reflection on experience and self

Example 1:The focus of the studyLearn through doing and visualising

Open minded and questioning

Determined

 

How can a designers’ visual knowledge and processes (visual reading and writing skills) be fostered in a digital era?

Levels of visual literacy skills are not consistent with design experience

 

Example 1:The focus of the study

Levels of visual literacy skills are not consistent with design experience

Viewpoint of visual development changed:- Everyone has their own visual practices,foster through reflection.- Cognitive > social

This realisation lead to a change in:Focus: How are designers’ visual practices developed and fostered?Paradigms (quantitative to qualitative) to make a new contribution.

Example 1:The focus of the study

Example 2:My research approach

collaboration

reflection

Designartefact Stage A

Stages:A – Planning, designing and creating a prototype

Example 2: My research approach

Designartefact

community

Stage A

Stage B

Stages:A – Planning, designing and creating a prototype

B – Implementing the artefacts

Example 2: My research approach

Designartefact

community

Stage A

Stage BSt

age C

Stage C

Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefacts

Example 2: My research approach

Designartefact

community

Stage A

Stage BSt

age C

Stage D

Stage C

Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefacts

D – Discussing the problems that have been identified with co-participants

Example 2: My research approach

Designartefact

community

Stage A

Stage BSt

age C

Stage D

Stage E

Stage C

Stages:A – Planning, designing and creating a prototypeB – Implementing the artefactsC – Observing and reflecting on artefactsD – Discussing the problems that have been identified with co-participants

E – Redesigning the artefacts

Task 2 10

Seeing:...She works hard through trial and error

where decisions are based on personal

opinion and knowledge.

...She can see the need for change if

this is pointed out to her.

Reflect:...She doesn’t reflect on her work or herself,

therefore her decision-making is not informed.

‘Looking but not seeing’

Barriers which stop 'Seeing’:... single minded does not seek to add to

her knowledge pool.

...unquestioning about her work, finds it

difficult to offer suggestions to others.

To improve: She need to take responsibility for her work by:1. Reflecting regularly, questioning ‘what’, 'where' and 'how, to understand

'what is appropriate' for her audience.

2. Employing methods to question and update her knowledge during the:

a. Research stage:

Expand: Brainstorming and sketch work.

Explore: Inspiration of all types,

magazines, artists, exhibitions, looking

around and see alternatives.

Analysis: Taking time to “see”, and analyse

what they are seeing.

b. Development stage:

Expand: Brainstorming and sketch work.

Explore: Inspiration of all types, be

inquisitive and question visual images

throughout the design process.

Analysis: To employ guidance from others.

Seeing:...Knows he is capable of ‘seeing’ using

trial and error and previous knowledge,

but will realise there are other ways to

see by:

-taking photographs

-understanding his audience

-sketching

-new research material.

...He takes responsibility of his work by:

-questioning his work.

-offering feedback to others,

wants to contribute.

-being able to take direction

and incorporate this into his

practice.

Reflect:...He reflects on his work giving a good

diagnosis, see his weaknesses. However he

does not yet reflect on himself.

‘Looking and Seeing’

Barriers which stop 'Seeing’:...sometimes he does not know when and

how to use his ‘seeing’ ability.

...does not feel confident enough to look

round the edges.

...pursuit of perfection can stop him

moving on and experimenting.

To improve: He needs to take ownership of his learning through:3. Reflecting on himself:

a. To realise when it is necessary to

take some time to 'think', when the

stake are high. Asking: ‘Why am I doing

it this way?’.

b. To acquire an understanding of any

weakness in his learning style.

Asking: ‘…is there anything stopping

me from seeing?’

4. Developing as a self-directed learner by:

a. Actively seeking to update his

knowledge rather than waiting for

information from others.

b.Seeing that failure is a positive thing,

and that failure early in a project can

lead to a better outcome and

learning experience.

Seeing:...Applies himself to new challenges by:

-looking at the audience and

brainstorming.

-discover new knowledge to

help him solve problems.

-interested in looking beyond

his peer group for insights.

-comparing his work to others

-actively seeking feedback from

others.

-still working by trial and error

but guided by a systematic

process,developed through

past notes.

...However, he realises the importance of

evaluating 'what is appropriate', before

putting new process and data into

practice.

Reflect:....takes ownership of his own learning by:

- questioning what he

does not understand.

-takes responsibility for his work.

-Reflects upon problems actively,

(regularly).

-reflect on himself.

Barriers which stop 'Seeing’:...There may be times when he over reflects,

which stops him from solving the problem.

To improve: He must constantly transform his ability to see andlearn through:5. Continuing to question, evolve, experiment and change

6. Apply reflection on a plan by:

a. Acquiring an understanding

of any weakness in his learning,

taking this into account when

planning.

b. Developing some imaginativeways to plan, trying newmethods 'of seeing'.

c. Being more adventurous, trying

out new ideas or tools. Feeling brave

enough to explore further, analyse

what is unusual and what is not

understood.

‘Knows when to look

and when to see’

Mrs. Hudson

Dr. Watson

SherlockHolmes

Handout

2 -

Vis

ual In

quir

y P

ers

onas

Task 2 10

Seeing:...She works hard through trial and error

where decisions are based on personal

opinion and knowledge.

...She can see the need for change if

this is pointed out to her.

Reflect:...She doesn’t reflect on her work or herself,

therefore her decision-making is not informed.

‘Looking but not seeing’

Barriers which stop 'Seeing’:... single minded does not seek to add to

her knowledge pool.

...unquestioning about her work, finds it

difficult to offer suggestions to others.

To improve: She need to take responsibility for her work by:1. Reflecting regularly, questioning ‘what’, 'where' and 'how, to understand

'what is appropriate' for her audience.

2. Employing methods to question and update her knowledge during the:

a. Research stage:

Expand: Brainstorming and sketch work.

Explore: Inspiration of all types,

magazines, artists, exhibitions, looking

around and see alternatives.

Analysis: Taking time to “see”, and analyse

what they are seeing.

b. Development stage:

Expand: Brainstorming and sketch work.

Explore: Inspiration of all types, be

inquisitive and question visual images

throughout the design process.

Analysis: To employ guidance from others.

Seeing:...Knows he is capable of ‘seeing’ using

trial and error and previous knowledge,

but will realise there are other ways to

see by:

-taking photographs

-understanding his audience

-sketching

-new research material.

...He takes responsibility of his work by:

-questioning his work.

-offering feedback to others,

wants to contribute.

-being able to take direction

and incorporate this into his

practice.

Reflect:...He reflects on his work giving a good

diagnosis, see his weaknesses. However he

does not yet reflect on himself.

‘Looking and Seeing’

Barriers which stop 'Seeing’:...sometimes he does not know when and

how to use his ‘seeing’ ability.

...does not feel confident enough to look

round the edges.

...pursuit of perfection can stop him

moving on and experimenting.

To improve: He needs to take ownership of his learning through:3. Reflecting on himself:

a. To realise when it is necessary to

take some time to 'think', when the

stake are high. Asking: ‘Why am I doing

it this way?’.

b. To acquire an understanding of any

weakness in his learning style.

Asking: ‘…is there anything stopping

me from seeing?’

4. Developing as a self-directed learner by:

a. Actively seeking to update his

knowledge rather than waiting for

information from others.

b.Seeing that failure is a positive thing,

and that failure early in a project can

lead to a better outcome and

learning experience.

Seeing:...Applies himself to new challenges by:

-looking at the audience and

brainstorming.

-discover new knowledge to

help him solve problems.

-interested in looking beyond

his peer group for insights.

-comparing his work to others

-actively seeking feedback from

others.

-still working by trial and error

but guided by a systematic

process,developed through

past notes.

...However, he realises the importance of

evaluating 'what is appropriate', before

putting new process and data into

practice.

Reflect:....takes ownership of his own learning by:

- questioning what he

does not understand.

-takes responsibility for his work.

-Reflects upon problems actively,

(regularly).

-reflect on himself.

Barriers which stop 'Seeing’:...There may be times when he over reflects,

which stops him from solving the problem.

To improve: He must constantly transform his ability to see andlearn through:5. Continuing to question, evolve, experiment and change

6. Apply reflection on a plan by:

a. Acquiring an understanding

of any weakness in his learning,

taking this into account when

planning.

b. Developing some imaginativeways to plan, trying newmethods 'of seeing'.

c. Being more adventurous, trying

out new ideas or tools. Feeling brave

enough to explore further, analyse

what is unusual and what is not

understood.

‘Knows when to look

and when to see’

Mrs. Hudson

Dr. Watson

SherlockHolmes

Handout

2 -

Vis

ual In

quir

y P

ers

onas

Example 3: Innovating the viva

finding new approaches

To devise shorter questions - post-it notes

Present a visual map of thesis for presentation and debate

DISCUSSION MAP:Characteristics of a Meaningful Visual Pedagogy in Design Education

Research Question

‘How can visualpedagogy in designeducation becomemeaningful to designstudents andeducators?’

Research Opportunity

a. Understanding howstudents’ visualpractices are currentlyfostered in designeducation.

b. Understanding howstudents’ visualpractices can befostered in designeducation.

Hypothesis

Developingcharacteristics of avisual pedagogy thatpromote explicit andstudent-centredapproaches to fosteringstudents’ visualpractices willcontribute tomeaningful learningexperiences.

Studio Model: Visual literacy is developed through doing, dialogue, questioning,self-reflection and self-awareness

Explore:Case Study

Sociocultural Way of Seeing

RC1 Identify:Literature Review

Developing how thegroup interacts witheach other.

Explore:Peer review

IdentifyOpportunities

andStrategies

FirstOpportunity

andStrategy

OpportunitySociocultural

Way of Seeing

1.Linguistic

FirstOpportunity

andStrategy

Linguistic

Sociocultural

OpportunitySociocultural

Way of Seeing

2.Sociocultural-Group

-Holistic

SocioculturalWay ofSeeing

TheCharacteristics

ashared

understandingof visual practices

that involves aparticular

designcommunity.

TheSherlock Holmes

Personas

Explore:Action Research

Group interacts:common language,aspirations.

(p.279)

RC2 Explore:Visual ExperimentFinding 1Levels of visual literacyskills are not consistentwith design experience.(p.139)

RC3

RC4

RC5

StrategyExploring Differing

Perspectives ofVisual Literacy in

DesignEducation

(p.282)

Fostering students’visual practices in aholistic manner. (p.200)

Reading the Narrative Sherlock Holmes Personas

Holistic manner:independent learning,engagement.(p.235)

Drawn from visualliteracy and learningtheory. (p.35)

Identify:Literature Review

Explore:Peer review

Explore:Case Study

Individual’sWay ofSeeing

aself-awareness

of an individual’sown visual

practices that canbe explicitly

communicatedto others.

Reflectivediaries

Drawn from design and learning theory(p.39)

(p.283)

Individual’s Way of Seeing

RC1

RC4

RC5

Explore:Action ResearchRC3

(p.39)

OpportunityIndividual’s

Wayof Seeing

StrategyReflect andArticulate

their VisualPractices

SecondOpportunity

andStrategy

Self-assessment

OpportunityIndividual’s

Wayof Seeing

StrategyReflect andArticulate

their VisualPractices

SecondOpportunity

andStrategy

Self-assessment

Learning style exercise in theaction research

Learning Log in the action research(p.166)

Learning Log in the case study (p.39)

Identify:Literature Review

Explore:Visual Experiment

Enabling students’questioning of whatand how they

Explore:Peer review

Explore:Action Research

Explore:Case Study

ThirdOpportunity

andStrategy

OpportunityCriticalWays

of Seeing

QuestionWhat

and How

Whatdefamiliarisation

Howmeta-

cognitiveknowledge

IdentifyOpportunities

andStrategies

Strategy

Drawn from visualliteracy, learningtheory andtechnology factors.(p.41)

CriticalWays ofSeeing

TheCharacteristics

PracticalExamples

How:Looking and

Seeing

acritical awarenessof an individual’s

or group’'s Ways ofSeeing that allows the

individual toanalyse and question

what andhow they see.

(p.41)

(p.208)

(p.250)

Critical Ways of Seeing

What:deBono’s 6 Hats

RC1

RC2

RC3

RC4

RC5

Finding ThreeDifferences werefound between visualliteracy skills whenaltering a visualcomponent of an imagefor different domains.

de Bono’s Six Thinking Hats Critical Viewing

Self-Evaluation Activity

Philosophy

SocioculturalWay ofSeeing

CriticalWays ofSeeing

TheCharacteristics

Communication:ashared

understandingof visual practices

that involves aparticular

designcommunity.

TheSherlockHolmes

Personas

Individual’sWay ofSeeing

aself-awareness

of an individual’sown visual

practices that canbe explicitly

communicatedto others.

Reflectivediaries

PracticalExamples

What:deBono’s 6 Hats

How:Looking and

Seeing

acritical awarenessof an individual’sor group’s Ways of

Seeing that allows theindividual to

analyse and questionwhat and

how they see.

Design studentswill develop visualpractices through

dialogue, with tutorsand peers, which help

them to questionwhat and

how they see.

(p.279)

Characteristics of a Meaningful Visual Pedagogy in Design EducationA response to the research question:

The Characteristics Aid Educational Objectives

Understanding:Design students

will develop visualpractices through anunderstanding of how

they have applied theirvisual skills

during a designproject.

The characteristicsprovide a structure,processes andpractical examplesto inform the act offostering students’visual practices indesign education.

(p.296)

Design Process

The design processaids engagement withthe characteristics;which enables theresearch to becomea usable piece ofknowledge, aidingquestioning of howstudents’ visualpractices are fosteredand how theywish to develop them.

(Section 8.4) (Section 8.5.1)

The philosophy thatunderlies thecharacteristics providesthe beneficiariesinvolved in designeducation with a clearpicture of how designstudents can developtheir visual practices.

(Section 8.5.2)

4. Change in mindset?

What as not change?

learn through artifacts and visualising - trial and error

Interested in human

Open minded and questioning

Determination

Finding new approaches

Embody the problem

What has changed?

Learn through enabling collaboration

Learn through explicit reflection on experience and self

Development of social process through the design of artefact

So What?

Increased ability to deal with complexity problem

Understand and critical of different viewpoints

Enable creative in others

Thank you. Questions are welcome

emma.jefferies@gmail.com