The titles (in color) in the middle column are hot links and will:
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Personal accounts – pulling from experiences to highlight key ideas and shifts [Could pick one]
Pick one: Efforts to understand “design thinking” by pulling from breadth of literature
Seeing design as a discipline with its own ways
Title: Design cognition, situated knowing, professional ways of being
Resources (theories of cognition and becoming)
Read one – nature of design as a “situation”:
Read one – situational variations shape problem solving approach:
Title: Design as X World Café
Different perspectives on “process”: Read two
Skim (bring a representation that surprised you or resonated with you):
Pick one (overview)
Pick one (empirical study)
Pick one of the “perspectives” in Sharp & Macklin, Section II, Chapters 4-14:
Pick one - worked examples (translations):
Read one set (Dorst or Kolko) – each includes a framework and an translation to practice:
Read one (one study focuses at the individual level, the other at the team level)
Resource (synthesis of decision-making tools in engineering design)
Locke, K., Golden-Biddle, K., and Feldman, M.S. (2008). “Making Doubt Generative: Rethinking the Role of Doubt in the Research Process.” Organization Science, 19(6), pp. 907-918.
Read one – perspectives on the experience of design as a social process in professional settings:
Read one – perspectives on co-design as a process, social aspects of analogical reasoning:
Read (visual cognition -> sketching):
Read one (objects as “cognitive artifacts” -> interaction, discourse, boundary objects):
Read one (unpacking the structure and nature of reflective practice):
Read one (supporting reflective practice):
Read one – design professionals and experts:
Read (what students should know or be able to do):
Pick one (understanding learners):
Pick one (teaching approaches and teacher reflections):
Pick one to see other approaches to the same dataset (DTRS10) and gain insights into understanding students, teaching approaches, and kinds of design knowledge: