Dear Chris, I would have thought that a concept is the starting point as far as clients are concerned. It should be succinct and carry enough information to engage an audience. Surgery can be messy but doctors do not give detailed descriptions to their patient and certainly not photographs. In my opinion innovation is functionally related to a good concept. It was someone on this mailing list who mentioned the book "The Ten Faces of Innovation" from IDEO I think and that was useful. Sincerely, Peter Retallick MDesSydney--- On Tue 03/28, Chris Heape < [log in to unmask] > wrote:From: Chris Heape [mailto: [log in to unmask]]To: [log in to unmask]: Tue, 28 Mar 2006 10:54:01 +0200Subject: Re: Creative concept developmentHi Simon,Here's an article that I think you may find useful.It's:Sch=F6n, Donald. A, (1990) "The Design Process "in: "Varieties of Thinking: essays from Harvard's Philosophy of =20Education"edited by Howard, V.A. New York: RoutledgeSch=F6n
gives a very good account of his alternative thinking with =20regard to the design process and in particular with regard to =20Herbert Simon's concept of solution space. Herbert Simon (1971) "The =20Sciences of the Artificial", MIT Press, Cambridge, MA.In the article there's also a reference to the use of generic =20metaphor and narrative, with regard to the initial framing of a =20design task and the generation of the first tentative concepts. This =20reference is linked to a short description of a case that some =20service design students, that he was teaching, were confronted with.Best regards,Chris Heape.-------------------On Mar 22, 2006, at 8:16 AM, Simon Clatworthy wrote:> Dear All>> I am working with 3rd Year Industrial Design students on creativity =20=> methods in the design process. We are particularly focussing upon =20> the design of service experiences, but new product development is =20> not excluded.>> I am looking for methods and
assistance to help students with the =20> development of concepts. The early stages of product and service =20> development are well described, so are the later phases, yet the =20> concept phase is elusive.>> Concepts are clearly different from ideas. But how? How can =20> students explore the solution space for concepts? How do ideas =20> suddenly merge to become concepts and are there methods to assist =20> this? How can concepts be structured and filtered? How do we =20> evaluate concepts?>> Generally I see that students are good at generating masses of =20> ideas. They are also good at visualising concepts, but they are =20> messy when it comes to explaining the process of moving from one to =20=> the other. My industrial experience also shows that this is a =20> messy and 'magic' process. Even large design consultancies admit =20> to hiding this from clients because of its messy and highly =20> subjective basis.>>!
;
Can anybody recommend some literature that can help students =20> structure the concept phase of service and product development? Im =20=> happy if the literature also concludes that the process is messy, =20> individual and based upon experience and gut feeling. However, a =20> process stage that defines about 80% of project costs must have =20> been thoroughly studied by someone?>> Regards>> SimonC>>>> Simon Clatworthy> Professor of Interaction Design> Institute for Design> Tel: +47 22 99 71 41> Mob: +47 911 42 337-------------from:Chris HeapeSenior Researcher - Design Education / Design PracticeMads Clausen InstituteUniversity of Southern DenmarkS=F8nderborgDenmarkhttp://www.mci.sdu.dkWork @ MCI:tel: +45 6550 1671e.mail: [log in to unmask]@mci.sdu.dkWork @ Home:tel +45 2620 0385e.mail: [log in to unmask]
_______________________________________________
Join Excite! - http://www.excite.com
The most personalized portal on the Web!
|