Frames of reference in architectural design: analysing the hyperacclamation (A-h-a-!)

Akın, Ömer; Akin, Cem

doi:10.1016/s0142-694x(96)00024-5

Cited by 122 publications

(90 citation statements)

References 7 publications

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“…Problem analysis involves understanding the design problem, setting goals, and defining constraints and requirements [27]. Authors were found to highlight a number of sub-activities involved in problem analysis, namely: information gathering [40]; inference [41,42]; problem decomposition [2,39,42,43]; identifying, exploring, clarifying, and prioritising constraints and requirements [40,44,45]; and problem reframing [46].…”

Section: Viewpoint 3: Design Activitiesmentioning

confidence: 99%

A Systematic Review of Protocol Studies on Conceptual Design Cognition

Hay

McTeague

Duffy

et al. 2017

Design Computing and Cognition '16

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This paper reports the first systematic review and synthesis of protocol studies on conceptual design cognition. 47 studies from the domains of architectural design, engineering design, and product design engineering were reviewed towards answering the following question: What is our current understanding of the cognitive processes involved in conceptual design tasks carried out by individual designers? Studies were found to reflect three viewpoints on the cognitive nature of designing: design as search; design as exploration; and design activities. Synthesising the findings of individual studies revealed ten categories of executive and nonexecutive function studied across the viewpoints: visual perception; mental imagery; semantic association; long term memory; working memory; selective attention; creative thinking; evaluation and decision making; externalisation; and reasoning and problem solving. The review highlights several avenues for future research, centering on the need for general formalisms, more objective methods to supplement protocol analysis, and a shared ontology of cognitive processes.

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Section: Viewpoint 3: Design Activitiesmentioning

confidence: 99%

A Systematic Review of Protocol Studies on Conceptual Design Cognition

Hay

McTeague

Duffy

et al. 2017

Design Computing and Cognition '16

View full text Add to dashboard Cite

show abstract

“…Another study on the effect of prototyping constraints on design outcomes used the amount of materials, time, and task constraints as variables (Savage et al, 1998). One component of the explanation by Savage et al for the reduction of the range of design ideas with greater cost constraints was that perhaps the designer's "frame of reference" changed when constraints were introduced, reducing the solution space that the participants considered (Akin and Akin, 1996). However, the literature has also suggested the opposite; that greater constraints could lead to more novel results.…”

Section: Resource Constraints and Idea Generationmentioning

confidence: 99%

Impact of prototyping resource environments and timing of awareness of constraints on idea generation in product design

Schlecht

Yang

2014

Technovation

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Research and development laboratories in universities and firms around the world are trying to maximize innovation with a limited set of resources. However, questions remain about the influence of resource constraints on idea generation in early-stage product design. Multiple embedded case studies were conducted with engineering students and professors at two university campuses in Mexico. Students developed sketches for products that would satisfy an open-ended design problem in a constrained-resource setting, where the variables were the timing of when information about these constraints was revealed, and the regular prototyping environment of the student. The evidence suggests that the timing of awareness of constraints can have an impact on design outcomes, but that this effect varies depending on the designer's regular prototyping resource environment.

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“…The foregoing stance assumes a numerical problem solving context (the focus and context of ACCAM's implementation) in which domains are practice-based or procedurally-oriented. Generally, domain knowledge comprises of declarative and procedural knowledge (Ohlsson & Mitrovic, 2006;Akin, 1986Akin, , 2008. Learning in a numerate domain requires initial romance with the declarative aspect of knowledge (the first step in Whitehead's learning cycle-see Boyd, 2004).…”

Section: The Philosophical Stance-epistemological/ontological Positionsmentioning

confidence: 99%

“…Grundspenkis (2008) claims three types of knowledge are captured, namely domain knowledge, pedagogy knowledge and learner's knowledge. However, Akin (2008) conceives knowledge to be either declarative (propositional) or procedural knowledge. The latter knowledge dimensions can be argued not to be determinate or definitive.…”

Section: The Knowledge Representation (Kr) Schemementioning

confidence: 99%

A Metamodel for Designing an Intelligent Tutoring Systems Authoring Tool

Adenowo¹,

Patel²

2014

CIS

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Previous intelligent tutoring systems (ITS) and ITS authoring studies predominantly simulated and evaluated artificial intelligence (AI) techniques and cognitive architectures/notions in educational domains. Current research focuses on software design that is priori driven by educational theories; it concerns the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM). The pedagogy driven metamodel-ACCAM-forms the basis for a formal (theory based) approach to designing ITS authoring tools for numerical aspect of numerical disciplines. This research, therefore, showcases the convergence of two theoretical perspectives-the Conversation Theory (CT) and Cognitive Apprenticeship (CA)-which were never considered together before now. The novel conceptual platform-the ACCAM-flows and benefited from the synergistic effect of the stated theories through the introduction of the concept of 'augmented conversation' within the resulting integrated framework. Thus, current work draws on the pedagogical import of the mentioned educational theories, elicits new meanings, and lays the foundation as well as opens future evaluation of a pedagogical engineering methodology that flows therefrom.

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Frames of reference in architectural design: analysing the hyperacclamation (A-h-a-!)

Cited by 122 publications

References 7 publications

A Systematic Review of Protocol Studies on Conceptual Design Cognition

A Systematic Review of Protocol Studies on Conceptual Design Cognition

Impact of prototyping resource environments and timing of awareness of constraints on idea generation in product design

A Metamodel for Designing an Intelligent Tutoring Systems Authoring Tool

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