Sketching: Friend or Foe to the Novice Designer?

Welch, Malcolm; Barlex, David; Lim, Hee Sook

doi:10.1023/a:1008991319644

Cited by 52 publications

(23 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We hope that by unveiling the hidden factors contributing to the vacillation between computer and hand-based techniques, we will be able to decode all the above stated problematic issues. A majority of related current studies concentrate on examining/ comparing/re-thinking the roles of hand and computer during emergence and development of design (Bailey 2000;Purcell & Gero 1998;Scrivener, Ball & Tseng 2000;Welch, Barlex & Lim 2000) and scrutinize the ways to reconcile hand and computer in design curricula, based on professional observations and experiences (Mark 2000;Mark, Martens & Oxman 2001;Norman 2001). This study, however, situates itself first within current debates over design presentation, and then contributes to the debates, based on students' observations and experiences.…”

mentioning

confidence: 99%

The Shifting Tides of Academe: Oscillation between Hand and Computer in Architectural Education

Şenyapılı

Basa

2006

Int J Technol Des Educ

View full text Add to dashboard Cite

There is a current vacillation in choosing hand or computer for design presentation in academia. Although the computer emerged as very powerful alternative presentation medium, it could not sweep away the hand totally. Believing that this vacillation cannot only be due to the positive and negative aspects of both media, we worked with a group of students in a design curriculum to observe the factors that affect their choice of medium for presenting design ideas. The students were required to use both media for the same task, subsequently their satisfaction and evaluation were examined through a questionnaire. Students acknowledged the positive aspects of both media, rather than accumulating on one side. Findings led us to concur that the constant oscillation of architecture between art and science penetrates down to the individual choice of presentation medium. We assert that the warmness of hand is not deserted as it contemplates the artistic essence, while the digital perfection of the computers flirt with science. The ever-attended, age-old question of architecture's being art and/or science occupies the architectural agenda at various levels. Both the polarizations and the reconciliations have theoretical, practical and educational consequences. This paper locates itself within this context and proposes a new framework for analyzing the impacts of this oscillation in design presentation, concluding that the future of presentation in education points to the coexistence of both media.

show abstract

mentioning

confidence: 99%

The Shifting Tides of Academe: Oscillation between Hand and Computer in Architectural Education

Şenyapılı

Basa

2006

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…JL's reflection on revisions illustrates a need to expand the unit to include storyboarding and sketching. However, in their study about teaching secondary art, Welch, Barlex, and Lim (2000) found that novice designers do not use sketching to plan an artifact even when taught to do so. Would helping students better visualize the design process through sketching be used?…”

Section: Irmentioning

confidence: 99%

Confessions of Novice Designers and Their Instructor

Dousay¹,

LaVanchy²,

Kilty³

et al. 2017

IJDL

View full text Add to dashboard Cite

These three condensed design cases provide a glimpse of the decisions undertaken by novice designers in a graduate-level message design course. The course helps students examine the role of communication theory, cognitive psychology, cultural influence, and design skills within the context of instructional messages both in theory and through practical application. Practical application in the course includes smaller design projects to gain experience with best practices and recommendations, and the course culminates with a service learning project that pairs students with a community partner. The community partner provides basic specifications for a specific need, and the students then design artifacts to meet these requirements. The assignment is evaluated based of how well students followed client specifications, design considerations for each medium, content and grammar mechanics, copyright guidelines, and general design principles. However, the students also compete in the sense that the client selects which artifacts to implement from among those submitted. Embedded within each design case are instructor reflection comments that address particular or repetitive themes that emerged from each designer. Combined, these cases help identify course design weaknesses and bring clarity to concerns regarding how to help novice designers progress in competency.

show abstract

“…Many students indicated that they needed to test multiple solutions before theirs finally worked. The realization that their idea did not work and that they needed to try a different one is a step towards being able to recognize the need for development of multiple possible ideas, which is often a difficult skill for students to learn (Welch, 1998;Welch, Barlex, & Lim, 2000) and a difficult skill to practice and teach effectively in the classroom (McCormick, Murphy, & Davidson, 1994). When developing multiple solutions, informed designers use the ability to balance multiple solution ideas (Crismond & Adams, 2012).…”

Section: Importance Of Multiple Solutionsmentioning

confidence: 99%

Informed Designers? Students’ Reflections on Their Engineering Design Process

Douglas

Moore²,

Johnston³

et al. 2018

International Journal of Education in Mathematics, Science and Technology

View full text Add to dashboard Cite

Article HistoryReceived: 03 July 2017Assessment of students' critical thinking and problem solving in engineering is a real challenge for classroom teachers and researchers. Yet, students demonstrate evidence of learning through multiple means, including written reflections. The purpose of this study was to explore how students in grades 5 and 7 reflect on what they had learned about engineering design practices in comparison to their previous understandings. The researchers applied qualitative content analysis to analyze student responses to engineering notebook prompts that asked students to reflect on their understanding of the problem and how to design solutions. Data were collected from two classrooms (n = 47) that had implemented integrated STEM curricula. The results of this study indicate that students were able to reflect meaningfully on their engineering practices and how their understanding of what it meant to design had changed. The notebooks provided an opportunity for students to demonstrate evidence of their learning through reflection on their own design practices. The findings suggest that teachers and curriculum developers can use reflection as a means to help students connect their own learning to informed design practices, which may help students move toward being independent informed designers. Future research should consider how teachers can use notebooks to provide feedback on engineering practices Accepted: 11 November 2017 Keywords Engineering Assessment Notebooks IntroductionRecent reform efforts in science education call for integration of science, engineering, and mathematics to promote deeper levels of learning, including critical thinking, decision making, and problem solving based on content understanding (Australian Council of Learned Academies, 2013; NGSS Lead States, 2013). Development and implementation of the Next Generation Science Standards (NGSS Lead States, 2013) is one of the most significant of such efforts in the United States. STEM integration curricula support this disciplinary learning by engaging students in engineering design practices as a means to develop technologies through the integration and application of science and/or mathematics (Moore & Smith, 2014). STEM integration curricula provide promising opportunities for students to develop the critical thinking, problem solving, and decision making intended under the NGSS, because engineering challenges are by nature open-ended with many solution possibilities. Therefore, they add a layer of complexity to students' thinking and learning, requiring them to solve complex problems, think critically about their solutions and the evidence for their solutions, and make decisions based on this evidence. However, STEM integration and engineering challenges also add complexity to the assessment of student learning. Thus, methods of classroom assessment must enable teachers to assess student learning when there is not one -correct‖ solution and when solutions may not function as intended.Many approaches to integr...

show abstract

Sketching: Friend or Foe to the Novice Designer?

Cited by 52 publications

References 13 publications

The Shifting Tides of Academe: Oscillation between Hand and Computer in Architectural Education

The Shifting Tides of Academe: Oscillation between Hand and Computer in Architectural Education

Confessions of Novice Designers and Their Instructor

Informed Designers? Students’ Reflections on Their Engineering Design Process

Contact Info

Product

Resources

About