Learning from experts: fostering extended thinking in the early phases of the design process

Abstract

Connecting the inner processes with outer informationEmpirical evidence on the way in which expert designers from different domains cognitively connect their internal processes with external resources is presented in the context of an extended cognition model. The article focuses briefly on the main trends in the extended design cognition theory and in particular on recent trends in information processing and embodiment theory. The aim of the paper is to reflect on the implications of an understanding of expert design cognition as an extended system, which can account for complexity and nonlinearity in design thinking and problem-solving, for technology and design education. This is achieved by showing the relevance of the cross-correlations and the dynamics involved at the intersection of cognitive phases, intention-driven decision making and embodiment principles of experts for novice education in technology and design. It is argued that 20 th -century onesided approaches to design education no longer adequately serve the needs of 21 st century. It is further argued that a combined information-processing+embodiment approach may be the answer. The article presents salient results of a case study using think-aloud-protocol studies in a quasi-experimental format that was used as it has proven to be a central instrument yielding scientific data in the cognitive science paradigm. Results suggested extended design environments may be particularly well-suited to the mediation of design thinking. Finally, based on these results, the article examines how educators can exploit the combined approach to advance the making of connections between the inner and outer world in design education. KeywordsDesign cognition, expert, extended cognition, early phases, information processes, embodiment. IntroductionThis study involves the proposal of an alternative combined conceptual framework for studying design protocols of experts that may assist in devising alternative ways of reflecting on design education strategies. The framework was successfully applied in a PhD project (Haupt 2013) from which this study draws. The central assumption of this framework is that design cognition extends over centralized information processing systems and encompasses sources of external information including people, artifacts and natural objects in the environment. The framework allows for real-world complexity and ill-structuredness of design problems, which is described further on in more detail. In particular I support Spiro, Feltovich, Jacobson and Coulson (2013) argument that: The complexity and design task-to-task irregularity or ill-structured nature of certain types of problems poses serious problems for traditional one-sided approaches to instruction.  Cognitive and instructional disregard of problems related to complexity and variability in patterns of information access and use leads to learning failures that 2 develop into common, predictable forms. These forms are distinguished by conceptual oversimplification and the in...

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