Building a Holistic Design Identity Through Integrated Studio Education

Gray, Colin M.; Parsons, Paul; Toombs, Austin L.

doi:10.1007/978-3-030-37254-5_4

Cited by 11 publications

(5 citation statements)

References 19 publications

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“…However, adopting this attitude requires a recognition of the epistemology of professional practice as being distinct from the epistemology of academic research [82]. Future work can investigate ways of training data visualization designers in relation to studio practices [76,88], such as the use of critique [20,35], and the development of a design identity [39].…”

Section: Limitations and Future Workmentioning

confidence: 99%

Design Judgment in Data Visualization Practice

Parsons

Gray

Baigelenov

et al. 2020

2020 IEEE Visualization Conference (VIS)

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Professional roles for data visualization designers are growing in popularity, and interest in relationships between the academic research and professional practice communities is gaining traction. However, despite the potential for knowledge sharing between these communities, we have little understanding of the ways in which practitioners design in real-world, professional settings. Inquiry in numerous design disciplines indicates that practitioners approach complex situations in ways that are fundamentally different from those of researchers. In this work, I take a practice-led approach to understanding visualization design practice on its own terms. Twenty data visualization practitioners were interviewed and asked about their design process, including the steps they take, how they make decisions, and the methods they use. Findings suggest that practitioners do not follow highly systematic processes, but instead rely on situated forms of knowing and acting in which they draw from precedent and use methods and principles that are determined appropriate in the moment. These findings have implications for how visualization researchers understand and engage with practitioners, and how educators approach the training of future data visualization designers.

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Section: Limitations and Future Workmentioning

confidence: 99%

Design Judgment in Data Visualization Practice

Parsons

Gray

Baigelenov

et al. 2020

2020 IEEE Visualization Conference (VIS)

Self Cite

View full text Add to dashboard Cite

show abstract

“…A critical instructional perspective creates an environment of rich externalizations and interaction for learner experience. In this environment, students can develop their value-driven design expertise and design identity (Gray et al, 2020 )). Both the design process and design education should include the designer’s self-processes.…”

Section: Discussionmentioning

confidence: 99%

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

Akdeniz

2022

Int J Technol Des Educ

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A growing number of studies indicate that self-regulated learning plays a significant role in students’ academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students’ self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

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“…These are the less tangible competencies that are overlooked by a technical focus on tools and methods (Hanington and Martin 2012). In response, contemporary UX and digital education is exploring a more holistic approach that puts students' professional identity formation, norms and values, at the centre of curricula design (Gray, Parsons, and Toombs 2020;University of Edinburgh 2019).…”

Section: Ux Degree Course Competenciesmentioning

confidence: 99%

Do User Experience (UX) Design Courses Meet Industry’s Needs? Analysing UX Degrees and Job Adverts

2021

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With the recent growth in demand for skilled user experience (UX) practitioners, there has been a significant expansion of higher education UX degree courses. Yet, despite increasing educational provision, UX design industry figures criticize UX degree courses for not meeting industry's needs. To examine the issue, this study asks: (1) What competencies are specified by UX degree courses? (2) How This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/ 4.0/), which permits noncommercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Building a Holistic Design Identity Through Integrated Studio Education

Cited by 11 publications

References 19 publications

Design Judgment in Data Visualization Practice

Design Judgment in Data Visualization Practice

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

Do User Experience (UX) Design Courses Meet Industry’s Needs? Analysing UX Degrees and Job Adverts

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