Creating shared design thinking process for collaborative design

Du, Junpeng; Jing, Shikai; Liu, Jihong

doi:10.1016/j.jnca.2011.02.014

Cited by 22 publications

(16 citation statements)

References 21 publications

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“…Finally, expertise in CyberGIS not only requires knowledge of traditional GIS, but also aspects of computer science and collaborative design (Nyerges et al, ). Collaborative design manages multiple perspectives from many disciplines to share expertise and build understanding in creating a new product (Du, Jing, & Liu, ). Since CyberGIS fundamentally relies on open, cross‐domain interactions and perspectives, there are many perspectives and practices contributing to the function of CyberGIS.…”

Section: Defining Cybergis and Exploring Expertisementioning

confidence: 99%

Valuable components of CyberGIS: Expert viewpoints through Q‐method interviews

Bowlick

Goldberg

Bednarz

2018

Transactions in GIS

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CyberGIS is an interdisciplinary field that merges components of cyber‐infrastructure, geographic information science, and spatial analysis. This fusion combines the technical capabilities of advanced cyber‐infrastructure with the spatial analysis capabilities of GIS. How expert GIS practitioners perceive, use, and value the various components of CyberGIS is unknown, making student preparation for CyberGIS competency difficult. To address this gap, we reviewed the CyberGIS literature to develop a set of 37 key CyberGIS concepts. Then, we used Q‐methodology to interview 20 expert GIS users to understand the components of CyberGIS they viewed as most applicable to their GIS practice. Three distinct conceptions of CyberGIS expertise emerged: the spatial analyst, the domain‐specific problem solver, and the CyberGIS‐enabled computer scientist. The CyberGIS‐enabled computer scientist emphasized the underlying technologies which allow spatial analysts to discover and implement advanced methods and processes in GIS, which are then utilized by problem solvers to address domain‐focused issues. These three contrasting perceptions of CyberGIS expertise raise questions about the nature of curriculum and instruction appropriate to develop competent CyberGIS practitioners. With the identified variety of expert practices concerning CyberGIS, confusing practices and contrasting visions of the nature of CyberGIS reveal a need for instructional organization.

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Section: Defining Cybergis and Exploring Expertisementioning

confidence: 99%

Valuable components of CyberGIS: Expert viewpoints through Q‐method interviews

Bowlick

Goldberg

Bednarz

2018

Transactions in GIS

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“…A comunicação, por sua vez, desempenha um papel relevante para o estabelecimento e manutenção da colaboração (ELLIS et al, 1991;DU et al, 2012;FONTANA et al, 2012).…”

Section: Considerações Finaisunclassified

“…Kleinsmann & Valkenburg (2008) e Du et al (2012) consideram a colaboração no design como um processo no qual atores de disciplinas variadas compartilham conhecimentos sobre o processo e conteúdo de design para construir um entendimento compartilhado e desenvolver o novo produto. Já Détienne (2006) considera o design colaborativo como o processo de gerenciamento de múltiplas perspectivas projeto, enquanto Kvan (2000) defende que a colaboração acontece quando algo que não poderia ser realizado por um indivíduo, é realizado por um grupo.…”

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“…Du et al (2012) afirmam que o design colaborativo envolve quatro elementos: argumentação, evolução, associação e fusão. A argumentação diz respeito a consideração de prós e contras da solução em estudo.…”

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“…Kleinsmann & Valkenburg (2008), Du et al (2012) e Chiu (2002 mencionam a necessidade de interações entre pessoas e de compartilhamento de informações. Nas definições das condições básicas (ou críticas) para a colaboração a comunicação também aparece de forma recorrente.…”

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Design colaborativo: categorias de colaboração e implicações na comunicação

Vendramini¹,

Heemann²

2016

Anais Do GAMPI Plural 2015

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Design colaborativo: categorias de colaboração e implicações na comunicação ResumoA comunicação é considerada como fator essencial para a ocorrência do design colaborativo. Considerando este contexto, o presente artigo objetiva, por meio de revisão bibliográfica e observação participante, categorizar a colaboração no design em quatro configurações grupais (times de projetos, designers participantes de uma equipe projeto, designers não participantes de um mesmo projeto e designers e usuários) e descrever o impacto decorrente na comunicação. O trabalho embasa, finalmente, a proposição de 3 recomendações consideradas críticas para a melhoria da comunicação na prática do design colaborativo.Palavras Chave: design colaborativo; comunicação. Abstract Communication is considered as an essential factor for collaboration occurrence in design. Considering this context, the present article aims, through literature review and participative observation, categorize collaboration in design in four group settings (project teams, designers participants of a project, designers not participants of a project and designers and users) and describe the respective communication implications. The project bases, finally, the proposition of 3 recommendations considered as critical for the improvement of the collaborative design practice.Keywords: collaborative design; communication. IntroduçãoA colaboração, considerada como uma condição essencial ao desenvolvimento da sociedade contemporânea, constitui-se como um tema profundo e de diversos significados, sendo objeto de amplo interesse em diferentes disciplinas, como a pedagogia, engenharias e design. É também um fenômeno que parece se originar de variadas maneiras e de modo consciente ou não pelos indivíduos que a vivenciam (HEEMANN et al., 2008).5º GAMPI Plural, 2015, UNIVILLE, Joinville, SC

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Pair or Group‐Design Activities: The Effect of Design Activities on Problem‐Solving, Design Thinking Disposition, and Design Thinking Traits

Avcı,

Yıldız Durak

2024

Psychology in the Schools

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Design thinking has become an important process in many fields to encourage innovation toward problem solving skills in various fields. In the field of education, design thinking has been incorporated into curriculums as it contributes both to higher order thinking skills and to the learning process with its flexible and dynamic nature. However, there is a growing need and interest in exploring how design thinking affects students' learning experiences and its potential in group work (collaborative or pair). The purpose of this study is to determine the effect of design thinking activities carried out as a pair or group in a design‐based learning process on problem‐solving, design thinking disposition, and design thinking traits. Sixty‐seven students (64.2% male and 35.8% female) who took the graphic design course participated in this study. The average age of the students participating in the study was 21.85 years. The study was designed with the mixed method. Studies enriched with design thinking activities were conducted with participants in pairs or groups. A demographic information form, three scales and a semi‐structured interview form were used. The data were analyzed with Mann−Whitney U tests and qualitative data analysis methods. According to the results of the study, students who participated in pair‐design activities emphasized the contributions of the process in defining the problem and visualizing solutions, while students who participated in group‐design activities reported that the design thinking approach facilitated their problem solving processes. These findings suggest that design thinking can be an important tool in developing students' problem solving skills. According to the results regarding its contribution to design thinking disposition, it was found that there was a significant difference between the post‐test scores of the experimental groups in the relationship dimension. It was also concluded that the experimental study had a significant effect on the collaboration dimension of design thinking characteristics. This study can provide students with tips on how to manage group work and how to share tasks correctly to improve their problem solving and design thinking processes.

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Creating shared design thinking process for collaborative design

Cited by 22 publications

References 21 publications

Valuable components of CyberGIS: Expert viewpoints through Q‐method interviews

Valuable components of CyberGIS: Expert viewpoints through Q‐method interviews

Design colaborativo: categorias de colaboração e implicações na comunicação

Pair or Group‐Design Activities: The Effect of Design Activities on Problem‐Solving, Design Thinking Disposition, and Design Thinking Traits

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