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Chris This might be too simplistic for your requirements but as someone who taught design (and I still design some of my own stuff, but not major schemes now) I have found this very useful. You can also put in your 'own bits' on the wheel http://www.tascwheel.com/ You said the 'participatory element' as in AR is missing - how about -'communicate' as on the TASC wheel? As soon as you 'tell and communicate' there is interaction - there have bene conversations recently here about 'last minute pop outs' where an absolute gem 'drops out' in to the conversation. This interaction may help, as designers are used to 'crit' sessions but not really 'just talking' about what they do ( I found there was too much justification and logic and not enough simple reflection in design justification especially when it comes to manufacturing. It prevents 'flow' of ideas and what Alan would probably call natural inclusion in the thought process ). It all becomes too tight and then as you say if someone is doing well it can be an exercise in narcissism....!! You could also try getting the students to talk to people who are not from their own peer group about their work - such as a group of Third Age Learners, childrern from a local school under the age of 8 years, or 'ladies in a tea shop'. The phraseology used will change and thus ideas and reflection changes along with this process. The feedback will probably be interesting and the participation changeable and unpredictable - and if you want to avoid narcissism, ask a group of eight year olds about something. They tell it like it is....... Karen -----Original Message----- From: Chris de Beer <[log in to unmask]> To: [log in to unmask] Sent: Tue, 30 Mar 2010 14:38 Subject: Design as Research Dear All In the area of Jewellery Design and Manufacture there seems to be a strong orrelation between the steps that the design and manufacture process follows nd that of the action research process (plan/act/observe/reflect). However, in he design process, as my students are executing it at the moment, the articipatory element (from an AR point of view) is missing. Is there a more appropriate methodology/process that I can investigate that ould lead to more 'depth' and will guide my students towards being more mmersed in their design work without it becoming an exercise in narcissism? Regards hris