Hi Don-- Thanks for your pointer to "State of Design: How Design Education Must Change."
In it you say that: "Design is still mainly taught as a craft. There are remarkably few fundamental principles,
almost no science." I agree, but I think that one critical function of our community is to identify the science that does exist
relevant to the design of physical objects, digital tools, social systems, etc., which are great candidates for inclusion
in newly emerging educational curricula. Here are the kind of empirically-based examples that people could
take a look at:
Principles for facilitating the social process of design:
1. Parallel Prototyping Leads to Better Design Results, More Divergence, and Increased Self-Efficacy, Steven P. Dow, Alana Glassco, Jonathan Kass, Melissa Schwarz, Daniel L Schwartz, Scott R Klemmer, ACM Trans on Computer-Human Interaction, 11(4), 2010.
Principles for digital tool design that facilitate human thinking & reasoning:
2. Oviatt, S., Cohen, A., Miller, A., Hodge, K. & Mann, A. The impact of interface affordances on human ideation, problem solving and inferential reasoning, ACM Transactions on Computer Human Interaction, 2012, 19 (3) 1-30.
Multidisciplinary scientific literature on digital tool design that facilitates human learning & education:
3. Oviatt, S.L. The Design of Future of Educational Interfaces, Routledge Press, 2013.
I'd be interested in others' suggestions on similarly scientifically-based new design literature, or curriculum materials that people may have developed for teaching design that include scientifically-oriented readings. Thanks in advance for any suggestions to consider incorporating into classes on design education!
Sharon
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