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Author: Carmelo Ardito
Publisher: Springer Nature
ISBN: 3030983889
Category : Computers
Languages : en
Pages : 547
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Book Description
This book contains a series of revised papers selected from 7 workshops organized by 18th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2021, which was held in September 2021 in Bari, Italy. The 15 papers included in this volume were carefully reviewed and selected from 30 submissions. They show the design of interactive technologies addressing one or more United Nations' Sustainable Development Goals, to deal with evolving contexts of use in today’s and future application domains and its influence on human-centered socio-technical system design and devel-opment practice, share educational resources and approaches to support the process of teaching and learning HCI Engineering (HCI-E), share educational resources and approaches to support the process of teaching and learning HCI Engineering (HCI-E), and address and discuss geopolitical issues in Human-Computer Interaction as a field of knowledge and practice. Chapter “Extreme Citizen Science Contributions to the Sustainable Development Goals: Challenges and Opportunities for a Human-Centred Design Approach” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Author: Carmelo Ardito
Publisher: Springer Nature
ISBN: 3030983889
Category : Computers
Languages : en
Pages : 547
Get Book Here
Book Description
This book contains a series of revised papers selected from 7 workshops organized by 18th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2021, which was held in September 2021 in Bari, Italy. The 15 papers included in this volume were carefully reviewed and selected from 30 submissions. They show the design of interactive technologies addressing one or more United Nations' Sustainable Development Goals, to deal with evolving contexts of use in today’s and future application domains and its influence on human-centered socio-technical system design and devel-opment practice, share educational resources and approaches to support the process of teaching and learning HCI Engineering (HCI-E), share educational resources and approaches to support the process of teaching and learning HCI Engineering (HCI-E), and address and discuss geopolitical issues in Human-Computer Interaction as a field of knowledge and practice. Chapter “Extreme Citizen Science Contributions to the Sustainable Development Goals: Challenges and Opportunities for a Human-Centred Design Approach” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Author: Ann Petermans
Publisher: Routledge
ISBN: 1317064569
Category : Business & Economics
Languages : en
Pages : 368
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Book Description
The late twentieth century saw rapid growth in consumption and the expansion of retailing and services. This was reflected in the number and type of stores and locations, from regional shopping malls and out-of-town superstores to concept and flagship stores. Retail design became an essential part of its success by creating distinctive brands and formats. However, the economic recession in the developed world and competition for consumer goods from the developing world has led to a re-assessment of the growth-led conventions of the retail industry. In addition, the rapid advance of e-commerce and online shopping has created new challenges for physical stores and the communication and distribution of retail brands. The book will provide students, researchers and practitioners a detailed assessment of retail design, taking a distinctive global approach to place design practice and theory in context. Chapters are devoted to key issues in the visual and structural contribution of design to retail brands and format development, and to the role of design in communication. In the course of the book, the authors engage with problems of convergence between retailing and other services and between the physical and virtual worlds, and also changing patterns of use, re-use and ownership of retail spaces and buildings. Retail Design concerns designers and organisations but also defines its broader contribution to society, culture and economy.
Author: Peter Benz
Publisher: Bloomsbury Publishing
ISBN: 1472571134
Category : Design
Languages : en
Pages : 208
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Book Description
How can we design better experiences? Experience Design brings together leading international scholars to provide a cross-section of critical thinking and professional practice within this emerging field. Contributors writing from theoretical, empirical and applied design perspectives address the meaning of 'experience'; draw on case studies to explore ways in which specific 'experiences' can be designed; examine which methodologies and practices are employed in this process; and consider how experience design interrelates with other academic and professional disciplines. Chapters are grouped into thematic sections addressing positions, objectives and environments, and interactions and performances, with individual case studies addressing a wide range of experiences, including urban spaces, the hospital patient, museum visitors, mobile phone users, and music festival and restaurant goers.
Author: Jo Ann Asher Thompson
Publisher: John Wiley & Sons
ISBN: 1118532430
Category : Architecture
Languages : en
Pages : 576
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Book Description
The Handbook of Interior Design explores ways of thinkingthat inform the discipline of interior design. It challengesreaders to consider the connections within theory, research, andpractice and the critical underpinnings that have shaped interiordesign. Offers a theory of interior design by moving beyond adescriptive approach to the discipline to a 'why and how' study ofinteriors Provides a full overview of the most current Interior Designresearch and scholarly thought from around the world Explores examples of research designs and methodologicalapproaches that are applicable to interior design upper divisionand graduate education courses Brings together an international team of contributors,including well established scholars alongside emerging voices inthe field – reflecting mature and emergent ideas,research, and philosophies in the field Exemplifies where interior design sits in its maturation as adiscipline and profession through inclusion of diverse authors,topics, and ideas
Author: Marc Hassenzahl
Publisher: Springer Nature
ISBN: 3031021916
Category : Computers
Languages : en
Pages : 134
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Book Description
In his In the blink of an eye, Walter Murch, the Oscar-awarded editor of The English Patient, Apocalypse Now, and many other outstanding movies, devises the Rule of Six -- six criteria for what makes a good cut. On top of his list is "to be true to the emotion of the moment," a quality more important than advancing the story or being rhythmically interesting. The cut has to deliver a meaningful, compelling, and emotion-rich "experience" to the audience. Because, "what they finally remember is not the editing, not the camerawork, not the performances, not even the story---it's how they felt." Technology for all the right reasons applies this insight to the design of interactive products and technologies -- the domain of Human-Computer Interaction, Usability Engineering, and Interaction Design. It takes an experiential approach, putting experience before functionality and leaving behind oversimplified calls for ease, efficiency, and automation or shallow beautification. Instead, it explores what really matters to humans and what it needs to make technology more meaningful. The book clarifies what experience is, and highlights five crucial aspects and their implications for the design of interactive products. It provides reasons why we should bother with an experiential approach, and presents a detailed working model of experience useful for practitioners and academics alike. It closes with the particular challenges of an experiential approach for design. The book presents its view as a comprehensive, yet entertaining blend of scientific findings, design examples, and personal anecdotes. Table of Contents: Follow me! / Crucial Properties of Experience / Three Good Reasons to Consider Experience / A Model of Experience / Reflections on Experience Design
Author: Attila Bujdosó
Publisher: Attila Bujdosó
ISBN: 6150051919
Category : Design
Languages : en
Pages : 185
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Book Description
Why do people turn their homes into a restaurant for a day? Why do people volunteer for scientific or community projects without getting paid? How can one get people actively involved in social projects? Social Design Cookbook uncovers what it takes to organise successful and sustainable social initiatives. It features comprehensive case studies of a broad, international selection of social cooperative formats that have been successful in their local communities and have also been successfully replicated in other locations and contexts. By looking at an array of such practices, the authors have developed the Social Design Canvas, which can be used to analyse and design new forms of social collaboration and cooperation. Case studies: PECHAKUCHA NIGHT, RESTAURANT DAY, COMPLAINTS CHOIR, CRITICAL MASS, NATIONAL NOVEL WRITING MONTH, GALAXY ZOO, FORTEPAN, SUBJECTIVE ATLAS, FAB LAB, THE PORT HACKATHON, MUSEOMIX, THE LONG NIGHT OF MUSEUMS, USE-IT, DEMOCRACYOS, JÁRÓKELŐŐ,REESOUND, WIKIDATA, OPENSTREETMAP Download Social Design Canvas templates at socialdesigncookbook.com. This cookbook lives up to its name! You rarely find a book so accessible and hands-on, yet so beautifully designed. If you conduct projects that involve people you have to read this. — Jakob Schneider, co-author and designer of This is Service Design Thinking/Doing This book is loaded with tips, tricks and best practices. Start implementing them so you can experience how much power communities hold to induce great changes. — Péter Halácsy, co-founder at Prezi.com and CEO at Budapest School
Author: Pei-Luen Patrick Rau
Publisher: Springer Nature
ISBN: 3030770745
Category : Computers
Languages : en
Pages : 584
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Book Description
The three-volume set LNCS 12771-12773 constitutes the refereed proceedings of the 13th International Conference on Cross-Cultural Design, CCD 2021, which was held as part of HCI International 2021 and took place virtually during July 24-29, 2021. The total of 1276 papers and 241 posters included in the 39 HCII 2021 proceedings volumes was carefully reviewed and selected from 5222 submissions. The papers included in the HCII-CCD volume set were organized in topical sections as follows: Part I: Cross-cultural experience design; cross-cultural product design; cultural differences and cross-cultural communication; Part II: Culture, arts and creativity; culture, learning and well-being; social change and social development; Part III: CCD in cultural heritage and tourism; CCD in autonomous vehicles and driving; CCD in virtual agents, robots and intelligent assistants.
Author: Pei-Luen Patrick Rau
Publisher: Springer
ISBN: 3030225771
Category : Computers
Languages : en
Pages : 616
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Book Description
This two-volume set LNCS 11576 and 11577 constitutes the thoroughly refereed proceedings of the 11th International Conference on Cross-Cultural Design, CCD 2019, which was held as part of the 21st HCI International Conference, HCII 2019, in Orlando, FL, USA, in July 2019. The total of 1275 papers and 209 posters included in the 35 HCII 2019 proceedings volumes were carefully reviewed and selected from 5029 submissions. CCD 2019 includes a total of 80 papers; they were organized in topical sections named: Part I, Methods, Tools and User Experience: Cross-cultural design methods and tools; culture-based design; cross-cultural user experience; cultural differences, usability and design; aesthetics and mindfulness. Part II, Culture and Society: Cultural products; experiences and creativity; design for social change and development; cross-cultural product and service design; intercultural learning.
Author: Ian Heywood
Publisher: Routledge
ISBN: 1000180514
Category : Social Science
Languages : en
Pages : 251
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Book Description
Artists, designers and researchers are increasingly seeking new ways to understand and explore the creative and practical significance of the senses. This ground-breaking book brings art and design into the field of sensory studies providing a clear introduction to the field and outlining important developments and new directions. A compelling exploration of both theory and practice, Sensory Arts and Design brings together a wide variety of examples from contemporary art and design which share a sensory dimension in their development or user experience. Divided into three parts, the book examines the design applications of new technology with sensing capacities; the role of the senses in creating new imaginative environments; and the significance of the senses within different cultural practices. The thirteen chapters cover a highly diverse range of issues – from the urban environment, architecture and soundscapes to gustatory art, multisensory perception in painting, music and drawing, and the relationship between vision and smell. Initiated by Insight, a research group at Lancaster Institute for the Contemporary Arts –widely recognised as a center of research excellence – the project brings together a team of experts from Britain, Europe and North America. This timely book is destined to make a significant contribution to the scholarly development of this emerging field. An important read for students and scholars in sensory studies, design, art, and visual culture.
Author: Doctor Gjoko Muratovski
Publisher: Intellect Books
ISBN: 1789381444
Category : Design
Languages : en
Pages : 184
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Book Description
Just as the term design has been going through change, growth and expansion of meaning, and interpretation in practice and education – the same can be said for design research. The traditional boundaries of design are dissolving and connections are being established with other fields at an exponential rate. Based on the proceedings from the 2017 International Association of Societies of Design Research conference, Re:Research is an edited collection that showcases a curated selection of 83 papers – just over half of the works presented at the conference. With topics ranging from the introduction of design in the primary education sector to designing information for Artificial Intelligence systems, this book collection demonstrates the diverse perspectives of design and design research. Divided into seven thematic volumes, this collection maps out where the field of design research is now. Opening a Design Education Pipeline from University to K-12 and Back • Peter Scupelli, Doris Wells-Papanek, Judy Brooks, Arnold Wasserman To prepare students to imagine desirable futures amidst current planetary-level challenges, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and university design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to align design thinking and learning with future foresight. Here we present a pilot test and evaluate how a university-level Design Futures course content, approach, and scaffolded instructional materials – can be adapted for use in K-12 Design Learning Challenges. We describe the K-12 design-based learning challenges/experiences developed and implemented by the Design Learning Network (DLN). The Design Futures course we describe in this paper is a required course for third-year undergraduate students in the School of Design at Carnegie Mellon University. The “x” signifies a different type of design that aligns short-term action with long-term goals. The course integrates design thinking and learning with long-horizon future scenario foresight. Broadly speaking, we ask how might portions of a design course be taught and experienced by teachers and students of two different demographics: within the university (Design Undergraduates) and in K-12 (via DLN). This pilot study is descriptive in nature; in future work, we seek to assess learning outcomes across university and K-12 courses. We believe the approach described is relevant for lifelong learners (e.g., post-graduate-level, career development, transitional adult education). Re-Clarifying Design Problems Through Questions for Secondary School Children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education • Wei Leong, Leon Loh, Hwee Mui, Grace Kwek, Wei Leong Lee It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analyzed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: (1) questions can be a useful tool to facilitate a better understanding of the design problem. (2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. (3) It is important that students are given time and opportunity to find out the problems by themselves. (4) Teachers can be important role models as students may pick up questioning techniques from teacher–student discussions. (5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education. Surveying Stakeholders: Research Informing Design Curriculum • Andrea Quam Fundamental to design education is the creation and structure of curriculum. Neither the creation of design curriculum, nor the revaluation of existing curriculum is well documented. With no clear documentation of precedent, best practices are left open to debate. This paper and presentation will discuss the use of a survey as a research tool to assess existing curriculum at Iowa State University in the United States. This tool allowed the needs and perspectives of the program’s diverse stakeholders to be better understood. Utilizing survey methods, research revealed the convergence and divergence of stakeholders’ philosophies, theories and needs in relation to design curriculum. Accreditation and professional licensing provide base level of guidelines for design curriculum in the United States. However, each program’s curricular structure beyond these guidelines is a complicated balance of resources, facilities, faculty and the type of institution in which it is housed. Once established, a program’s curriculum is rarely reassessed as a whole, but instead updated with the hasty addition of classes upon an existing curricular structure. Curriculum is infrequently re-addressed, and when it is, it is typically based on the experience and opinions of a select group of faculty. This paper presents how a survey was developed to collect data to inform curricular decision-making, enabling the reduction of faculty bias and speculation in the process. Lessons learned from the development of this research tool will be shared so it might be replicated at other institutions, and be efficiently repeated periodically to ensure currency of a program’s curriculum. New Challenges when Teaching UX Students to Sketch and Prototype • Joep Frens, Jodi Forlizzi, John Zimmerman In this paper we report on new challenges when teaching User Experience (UX) students how to sketch and prototype their designs. We argue that UX students sketch and prototype differently than other design students, and we discuss how changes in the field necessitate a response in education. We describe sketching and prototyping as a continuum that students successfully traverse when they follow a process of “double loop learning.” We highlight three new challenges: (1) New computational design materials, (2) new maker tools and (3) changes within the tech industry. We explore these three challenges through examples from our students, and we outline strategies for sketching and prototyping in this new reality. We conclude that this is a starting point for further work on keeping education up to speed with practice. How to Teach Industrial Design?: A Case Study of College Education for Design Beginners • Joomyung Rhi Industrial design education has existed for a long time as part of the university system, but the curriculum and contents of each subject vary considerably from school to school. In recent years, the introduction of new concepts that change the definition of design has blurred the boundaries of design, making the curriculum different. Establishing a standard curriculum to address these challenges is an important task, but it is necessary to fully understand how design education actually takes place and to share content with educators. This paper aims to contribute to the debate on industrial design education by fully disclosing the process and results of the first stage of industrial design education of a university by autobiographical method. The first course, Product Design Practice 1, is a studio class based on a task feedback iteration system. Students are required to submit assignments showing weekly progress. The instructor reviewed the assignments submitted before the class and gave written comments in class. In addition, details of the design process and method that are difficult to identify as novice students are learned through twelve case studies and applied to the project. This Task Feedback Repeating Class system gives students the opportunity to implement design ability while gaining detailed skills with a comprehensive view. Through this process, the researcher got a reflection on the class and implications for the improvement of the class. Preliminary Study on the Learning Pressure of Undergraduate Industrial Design Students - Wenzhi Chen Learning pressure affects students’ learning process and performance. Industrial design education emphasizes that operations on real design problems that have heavy working loads may cause learning pressure. The purpose of this study is to explore the issues causing learning pressure and the pressure management strategies of undergraduate industrial design students. There were 297 students who participated in the questionnaire survey. The main findings are as follows: First, learning pressure includes academic pressure, peer pressure, self-expectations, time pressure, financial pressure, pressure from instructors, external pressure, future career, pressure from parents, resource pressure, achievement and situational pressure. In addition, the main learning pressure is caused by finance, time, resources, external issues and future career. Second, the pressure management strategies include problem solving, procrastination and escape, help seeking, leisure, emotional management and self-adjustment. The most useful strategy for managing pressure is leisure, and procrastination and escape is the least useful strategy. Third, all learning pressures are significantly correlated with procrastination and escape strategy, but the coefficients are low. The results can be a reference for industrial design education and related research. Rewarding Risk: Exploring How to Encourage Learning that Comes from Taking Risks • Dennis Cheatham High-stakes testing that became the norm after the “No Child Left Behind Act” of 2001 helped condition students to strive for correct answers for clear problems, all on the first try. However, the iterative process inherent in designing requires risk-taking to conduct a trial-and-error process of defining problems and exploring possible solutions. This design research project was operated with Miami University Graphic Design students to test their willingness to take risks in their coursework to achieve their self-defined measures of success. Students identified that improving their skills was how they defined success. An interaction design assignment involving front-end coding was modified to test students’ comfort taking risks to grow their skills. Most students took risks in the assignment to grow their interaction design skills. The project revealed that closer attention to student motivation when developing learning experiences could help students make the transition to practicing design as an iterative process fraught with risk. An Analysis of the Educational Value of PBL Design Workshops • Ikjoon Chang, Suhong Hwang The purpose of this study is to plan and operate design-workshops based on project-based learning (PBL), and examine their educational value for students. The PBL workshop encourages direct participation from students and produces educational value, and it is important to raise the interest level of workshops to elicit proactive participation. The workshop in this study was carried out over 2 weeks in January 2017 at Korea’s Yonsei University. The workshop was composed of eight teams of students from three countries, including Korea, China and Japan, and the course was primarily divided into two sessions. The workshop participants examined in this thesis were notably satisfied with the elements of the course meant to garner interest. In the questionnaire results, participants also indicated that they obtained ample educational value through the workshop. An important element of the workshop was to connect the participants with businesses, which is also an important component of design education. Despite this, participants expressed a relatively lower level of satisfaction compared to other elements of the workshop. The results and analysis of this study will hopefully become a meaningful resource for educators when designing workshops in the future. Collaborative Design Education with Industry: Student Perspective by Reflection - Nathan Kotlarewski, Louise Wallis, Michael Lee, Gregory Nolan, Megan Last This study suggests that student reflection on academic and industry collaborative projects can enhance student’s understanding on the design process to solve live industry problems. It contributes to the body of design literature to support students learning of explicit and implicit knowledge. A 2017 learning by-making (LBM) unit in the School of Architecture and Design, at the University of Tasmania, Australia, developed a unit for students to collaborate with Neville Smith Forest Products Pty. Ltd (NSFP). NSFP is a local Tasmanian timber product manufacturer who currently stockpiles out-of-grade timber that has limited market applications. Undergraduate design students from second- and third-year Furniture, Interior and Architecture degrees collaborated with NSFP to value-add to their out-of-grade resource in the LBM unit. A series of design challenges, observations of industry practice and access to out-of-grade timber from NSFP exposed students to live industry problems and provided them the opportunity to build professional design skills. Students reflected on the collaborative LBM unit in a reflection journal, which was used to provide evidence of their learning experiences. The collaborative environment between academia and industry allowed students to acquire an understanding of timber product manufacturing that helped them develop empathy toward the industry problem and influence the development of new products. This study presents how student reflections influenced a change in their design process as they progressed through sequential design challenges to address an industry problem by adopting Valkenburg and Dorst reflective learning framework. Interdisciplinary Trends in Design Education: The Analysis of Master Dissertation of College of Design and Innovation, Tongji University • Lisha Ren, Yan Wang This paper expounds the background of Chinese design education as well as the orientation of the design education of Tongji University in the new times, it also collects 458 Master Thesis of College of Design and Innovation during 2010–2016 as analyzed sample. Based on the coding of subject classification, quantitative analysis and content analysis are made in order to understand the interdisciplinary education status of College of Design and Innovation from the two perspectives: the overall cross-disciplinary performance and the relationship between different cross-disciplinary directions. From ANT to Material Agency: A Design and Science Research Workshop • Anne-Lyse Renon, A. De Montbron, Annie Gentes, Julien Bobroff This paper studies a design workshop that investigates complex collaboration between fundamental physics and design. Our research focuses on how students create original artifacts that bridge the gap between disciplines that have very little in common. Our goal is to study the micro-evolutions of their projects. Elaborating first on Actor Network Theory we study how students’ projects evolved over time and through a diversity of inputs and media. Throughout this longitudinal study, we use then a semiotic and pragmatic approach to observe three “aesthetical formations”: translation, composition and stabilization. These formations suggest that the question of material agency developed in the field of archeology and cognitive science need to be considered in the design field to explain metamorphoses from the brief to the final realizations.
