Making explicit in design education: generic elements in the design process
In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to d...
Gespeichert in:
| Veröffentlicht in: | International journal of technology and design education 2014-02, Vol.24 (1), p.53-71 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 71 |
|---|---|
| container_issue | 1 |
| container_start_page | 53 |
| container_title | International journal of technology and design education |
| container_volume | 24 |
| creator | van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel |
| description | In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process. |
| doi_str_mv | 10.1007/s10798-013-9246-8 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1520930071</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1037884</ericid><sourcerecordid>1520930071</sourcerecordid><originalsourceid>FETCH-LOGICAL-c414t-a21252b646bd601aef8ba638cdb0ddfb1be8e502ef35f8dde26b326cce4d3c563</originalsourceid><addsrcrecordid>eNp1kE1LxDAQhoMouK7-AA9CwYuXaiZp0tSbyPq54kXPoU2ma9ZuujZd0H9vSlVE8DSH95l3hoeQQ6CnQGl-FoDmhUop8LRgmUzVFpmAyHkKimbbZEILkae5yNku2QthSSlIpsSE3D-Ur84vEnxfN864PnE-sRjcwidoN6bsXevPkwV67JxJsMEV-j4MVP-C3-S6aw2GsE926rIJePA1p-T5avZ0eZPOH69vLy_mqckg69OSAROskpmsrKRQYq2qUnJlbEWtrSuoUKGgDGsuamUtMllxJo3BzHIjJJ-Sk7E33n3bYOj1ygWDTVN6bDdBg2C04NEKRPT4D7psN52P32nIChU5JYdCGCnTtSF0WOt151Zl96GB6kGvHvXqqFcPerWKO0fjziDmh5_dAeW5UlnM2ZiHmPkFdr8u_1v6CdLehtk</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1498209866</pqid></control><display><type>article</type><title>Making explicit in design education: generic elements in the design process</title><source>Education Source (EBSCOhost)</source><source>SpringerLink Journals</source><creator>van Dooren, Elise ; Boshuizen, Els ; van Merriënboer, Jeroen ; Asselbergs, Thijs ; van Dorst, Machiel</creator><creatorcontrib>van Dooren, Elise ; Boshuizen, Els ; van Merriënboer, Jeroen ; Asselbergs, Thijs ; van Dorst, Machiel</creatorcontrib><description>In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.</description><identifier>ISSN: 0957-7572</identifier><identifier>EISSN: 1573-1804</identifier><identifier>DOI: 10.1007/s10798-013-9246-8</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Creativity ; Design ; Education ; Educational Development ; Educational Practices ; Educational Technology ; Guidelines ; Instructional design ; Learning ; Learning and Instruction ; Learning Processes ; Libraries ; Novices ; Science Education ; Skills ; Specialists ; Students ; Teachers ; Teaching ; Teaching Methods ; Visual</subject><ispartof>International journal of technology and design education, 2014-02, Vol.24 (1), p.53-71</ispartof><rights>Springer Science+Business Media Dordrecht 2013</rights><rights>Springer Science+Business Media Dordrecht 2014</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c414t-a21252b646bd601aef8ba638cdb0ddfb1be8e502ef35f8dde26b326cce4d3c563</citedby><cites>FETCH-LOGICAL-c414t-a21252b646bd601aef8ba638cdb0ddfb1be8e502ef35f8dde26b326cce4d3c563</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10798-013-9246-8$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10798-013-9246-8$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1037884$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>van Dooren, Elise</creatorcontrib><creatorcontrib>Boshuizen, Els</creatorcontrib><creatorcontrib>van Merriënboer, Jeroen</creatorcontrib><creatorcontrib>Asselbergs, Thijs</creatorcontrib><creatorcontrib>van Dorst, Machiel</creatorcontrib><title>Making explicit in design education: generic elements in the design process</title><title>International journal of technology and design education</title><addtitle>Int J Technol Des Educ</addtitle><description>In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.</description><subject>Creativity</subject><subject>Design</subject><subject>Education</subject><subject>Educational Development</subject><subject>Educational Practices</subject><subject>Educational Technology</subject><subject>Guidelines</subject><subject>Instructional design</subject><subject>Learning</subject><subject>Learning and Instruction</subject><subject>Learning Processes</subject><subject>Libraries</subject><subject>Novices</subject><subject>Science Education</subject><subject>Skills</subject><subject>Specialists</subject><subject>Students</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Visual</subject><issn>0957-7572</issn><issn>1573-1804</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp1kE1LxDAQhoMouK7-AA9CwYuXaiZp0tSbyPq54kXPoU2ma9ZuujZd0H9vSlVE8DSH95l3hoeQQ6CnQGl-FoDmhUop8LRgmUzVFpmAyHkKimbbZEILkae5yNku2QthSSlIpsSE3D-Ur84vEnxfN864PnE-sRjcwidoN6bsXevPkwV67JxJsMEV-j4MVP-C3-S6aw2GsE926rIJePA1p-T5avZ0eZPOH69vLy_mqckg69OSAROskpmsrKRQYq2qUnJlbEWtrSuoUKGgDGsuamUtMllxJo3BzHIjJJ-Sk7E33n3bYOj1ygWDTVN6bDdBg2C04NEKRPT4D7psN52P32nIChU5JYdCGCnTtSF0WOt151Zl96GB6kGvHvXqqFcPerWKO0fjziDmh5_dAeW5UlnM2ZiHmPkFdr8u_1v6CdLehtk</recordid><startdate>20140201</startdate><enddate>20140201</enddate><creator>van Dooren, Elise</creator><creator>Boshuizen, Els</creator><creator>van Merriënboer, Jeroen</creator><creator>Asselbergs, Thijs</creator><creator>van Dorst, Machiel</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7TA</scope><scope>7TB</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FD</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>F29</scope><scope>FR3</scope><scope>GNUQQ</scope><scope>JG9</scope><scope>KR7</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20140201</creationdate><title>Making explicit in design education: generic elements in the design process</title><author>van Dooren, Elise ; Boshuizen, Els ; van Merriënboer, Jeroen ; Asselbergs, Thijs ; van Dorst, Machiel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c414t-a21252b646bd601aef8ba638cdb0ddfb1be8e502ef35f8dde26b326cce4d3c563</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Creativity</topic><topic>Design</topic><topic>Education</topic><topic>Educational Development</topic><topic>Educational Practices</topic><topic>Educational Technology</topic><topic>Guidelines</topic><topic>Instructional design</topic><topic>Learning</topic><topic>Learning and Instruction</topic><topic>Learning Processes</topic><topic>Libraries</topic><topic>Novices</topic><topic>Science Education</topic><topic>Skills</topic><topic>Specialists</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Visual</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>van Dooren, Elise</creatorcontrib><creatorcontrib>Boshuizen, Els</creatorcontrib><creatorcontrib>van Merriënboer, Jeroen</creatorcontrib><creatorcontrib>Asselbergs, Thijs</creatorcontrib><creatorcontrib>van Dorst, Machiel</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Materials Business File</collection><collection>Mechanical & Transportation Engineering Abstracts</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Technology Research Database</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Design & Applied Arts Index (DAAI)</collection><collection>Engineering Research Database</collection><collection>ProQuest Central Student</collection><collection>Materials Research Database</collection><collection>Civil Engineering Abstracts</collection><collection>Education Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>International journal of technology and design education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>van Dooren, Elise</au><au>Boshuizen, Els</au><au>van Merriënboer, Jeroen</au><au>Asselbergs, Thijs</au><au>van Dorst, Machiel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1037884</ericid><atitle>Making explicit in design education: generic elements in the design process</atitle><jtitle>International journal of technology and design education</jtitle><stitle>Int J Technol Des Educ</stitle><date>2014-02-01</date><risdate>2014</risdate><volume>24</volume><issue>1</issue><spage>53</spage><epage>71</epage><pages>53-71</pages><issn>0957-7572</issn><eissn>1573-1804</eissn><abstract>In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10798-013-9246-8</doi><tpages>19</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0957-7572 |
| ispartof | International journal of technology and design education, 2014-02, Vol.24 (1), p.53-71 |
| issn | 0957-7572 1573-1804 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1520930071 |
| source | Education Source (EBSCOhost); SpringerLink Journals |
| subjects | Creativity Design Education Educational Development Educational Practices Educational Technology Guidelines Instructional design Learning Learning and Instruction Learning Processes Libraries Novices Science Education Skills Specialists Students Teachers Teaching Teaching Methods Visual |
| title | Making explicit in design education: generic elements in the design process |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-14T07%3A53%3A15IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Making%20explicit%20in%20design%20education:%20generic%20elements%20in%20the%20design%20process&rft.jtitle=International%20journal%20of%20technology%20and%20design%20education&rft.au=van%20Dooren,%20Elise&rft.date=2014-02-01&rft.volume=24&rft.issue=1&rft.spage=53&rft.epage=71&rft.pages=53-71&rft.issn=0957-7572&rft.eissn=1573-1804&rft_id=info:doi/10.1007/s10798-013-9246-8&rft_dat=%3Cproquest_cross%3E1520930071%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1498209866&rft_id=info:pmid/&rft_ericid=EJ1037884&rfr_iscdi=true |