Campus Units

Industrial Design

Document Type

Presentation

Publication Version

Published Version

Publication Date

5-21-2012

Conference Title

International Design Conference - Design 2012

Conference Date

May 21 - 24, 2012

City

Dubrovnik - Croatia

Abstract

How do designers explore design solution spaces? The typical paradigm underlying design education is project-based learning focusing on solving design problems. However, this learning approach provides open-ended design tasks for students to work on through the entire process of design. It assumes a high level of independent learning within the specific project context, and require students to transfer lessons learned to new design problems [Pietersen 2002]. When students later face a new unstructured, ambiguous design problem, they may find it challenging to apply lessons from prior project experiences. The critique method is often used to help students think more critically about their work; however, it does not provide training on how to make use of the experience in later design tasks. How do students successfully learn to address design problems? An important stage in the design process is “ideation,” which, when successful, entails applying creative thinking skills to generate novel solutions. Designers often experience limitations in generating diverse concepts [Bruseberg and McDonagh-Philp 2002]. In design pedagogy, the need for divergent thinking (generating many, varied possible solutions) is well recognized; however, instructors often do not have specific strategies about how to generate designs to teach to their students. Creative tools would help designers to generate more creative and diverse ideas during design.

In previous work, we identified successful creative strategies in the fields of engineering design and industrial design [Yilmaz et al. 2010], [Yilmaz and Seifert 2010], [Yilmaz and Seifert 2011]. When tested with engineering students, the “Design Heuristics” were shown to improve the creativity of resulting designs and to produce more variety in the designs generated [Daly et al. 2011]. In the present study, we tested whether providing Design Heuristics to industrial design students would improve their design outcomes.

Comments

This presentation is published as YILMAZ, S., DALY, S.R., CHRISTIAN, J.L., SEIFERT, C.M., & GONZALEZ, R. (2012, May) How do Design Heuristics affect outcomes? In: M. M. Andreasen, H. Birkhofer, S. J. Culley, U. Lindemann, and D. Marjanovic (Eds.), In, pp. 1195-1204. Dubrovnik, Croatia: DESIGN. Posted with permission.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Copyright Owner

The Design Society

Language

en

File Format

application/pdf

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Article Location

 
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